| 谢云天，肖亚辉，钟宇瑶.学前教育师范生专业认同与在线自我调节学习的关系：基于探究社区理论[J].陕西学前师范学院学报,2024,40(9):68-75 |
| 学前教育师范生专业认同与在线自我调节学习的关系：基于探究社区理论 |
| The Relationship between Professional Identity and Online Self-regulated Learning among Preschool Teacher Education Students：Based on the Perspective of the Community of Inquiry |
| 投稿时间：2024-06-06 修订日期：2024-07-14 |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 09. 009 |
| 中文关键词: 专业认同 在线自我调节学习 教学存在感 社会存在感 认知存在感 |
| 英文关键词: professional identity online self-regulated learning teaching presence social presence cognitive presence |
| 基金项目:湖南省普通高等学校教学改革研究项目（HNJG-2022-1287） |
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| 中文摘要: |
| 选取389名学前教育师范生（Mage =18.34）为被试，探讨专业认同与在线自我调节学习的关系以及教学存在感、社会存在感、认知存在感在二者关系中的作用，揭示学前教育师范生专业认同影响在线自我调节学习的作用机制。结果显示：1）专业认同、在线自我调节学习、教学存在感、社会存在感以及认知存在感两两之间均为显著的正相关；2）专业认同显著正向预测在线自我调节学习；3）教学存在感、社会存在感、认知存在感在专业认同与在线自我调节学习的关系中起到链式中介作用。 |
| 英文摘要: |
| A total of 389 preschool teacher education students （with an average age of 18.34） were selected as the subjects to investigate the relationship between professional identity and online self-regulated learning，as well as the roles of teaching presence，social presence，and cognitive presence in this relationship，thereby revealing the functional mechanism through which the professional identity of preschool teacher education students influences online self-regulated learning. The findings indicates that 1） there were significant and positive correlations observed among professional identity，online self-regulated learning，teaching presence，social presence，and cognitive presence. 2） Professional identity was determined to be a significant and positive predictor of online self-regulated learning. 3） Teaching presence，social presence，and cognitive presence functioned as sequential mediators in the relationship between professional identity and online self-regulated learning. This research contributes to enhancing our understanding of the way professional identity impacts online self-regulated learning among preschool teacher educators. |
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