Abstract
With the rapid development of online learning, people are paying more and more attention to various factors that influence learners’ online learning behavior, especially the psychological factors related to learning. Based on the existing research results, this study focuses on the relationship between metacognition and online learning behavior, and constructs a structural relationship model. Through the analysis of 440 questionnaires, this study uses structural equation modeling to explore the relationship between them. The results show that metacognitive monitoring has a significant and positive direct impact on the three levels of online learning behavior, while metacognitive knowledge and metacognitive experience has an indirect impact on online learning behavior which take metacognitive monitoring as a mediator variable. At the same time, metacognitive monitoring and informational interactive behavior are important factors affecting conceptual interactive behavior, and metacognitive monitoring can also influence the conceptual interactive behavior through direct or indirect methods.
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Zhao, Z., Ren, X., Yu, S., Cai, J. (2019). The Relationship Between Online Learning Behavior and Metacognition Based on Structural Equation Model. In: Cheung, S., Jiao, J., Lee, LK., Zhang, X., Li, K., Zhan, Z. (eds) Technology in Education: Pedagogical Innovations. ICTE 2019. Communications in Computer and Information Science, vol 1048. Springer, Singapore. https://doi.org/10.1007/978-981-13-9895-7_22
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DOI: https://doi.org/10.1007/978-981-13-9895-7_22
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