AP  >> Vol. 6 No. 10 (October 2016)

    The Effect of Utility Value Intervention on Situational Interest and Learning Outcome in Online Learning Environment

  • 全文下载: PDF(1094KB) HTML   XML   PP.1093-1107   DOI: 10.12677/AP.2016.610139  
  • 下载量: 1,324  浏览量: 4,383   国家科技经费支持


高苗苗,熊俊梅,段晓明:华中师范大学,青少年网络心理与行为教育部重点实验室,湖北 武汉;华中师范大学心理学院,湖北 武汉

网络学习效用价值干预期望情境兴趣学习效果Online Learning Utility Value Intervention Expectancy for Success Situational Interest Learning Outcome



Based on the learning website for double-digit multiplication arithmetic method, this study used a situational experiment method to examine whether a utility value intervention can affect situa-tional interest and learning outcomes in online learning environment, and whether the interven-tion will be stronger for students who have low expectancies for success. The results showed that in the online learning context, the utility value intervention can improve students’ utility value, particularly for students who have low expectancies for success. Besides, there was a main effect of the intervention condition on triggered and maintained situational interest. Finally, the inter-vention condition can significantly affect student’s learning satisfaction, particularly for students who have low expectancies for success. So the utility value intervention is the key factor to improve students’ online learning interest and learning satisfaction, especially for students who have low expectancies for success.

高苗苗, 熊俊梅, 段晓明 (2016). 网络学习中效用价值干预对学习兴趣及学习效果的影响. 心理学进展, 6(10), 1093-1107. http://dx.doi.org/10.12677/AP.2016.610139


[1] Benjamin, A. & Shermer, M. (2007). 生活中的魔法数学: 世界上最简单的心算法(李旭大, 译). 北京: 中国传媒大学出版社.
[2] 暴占光, 张向葵(2008). 初中生外在学习动机内化的心理机制研究.心理科学, 31(3), 580-583.
[3] 藏杨, 秦冬, 李育龙(2004). ASP软件工程案例精解. 北京: 电子工业出版社.
[4] 丁兴富(2009). 网络远程教育概念辨析及中英文术语互译研究. 电化教育研究, 195(7), 27-31.
[5] 姜立利(2003). 期望价值理论的研究进展. 上海教育科研, (2), 33-35.
[6] 李定, 李晓霞, 邵培基(2012). 在线学习成效影响因素研究. 信息系统学报, (1), 67-76.
[7] 姚本先(2000). 当代大学生兴趣研究. 心理科学, 23(1), 113-114.
[8] 允春喜, 金田野(2011). 网络教育与社会和谐——基于高等教育公平视角的解读. 电化教育研究, (1), 19-23.
[9] 周自波, 陈娟(2003). 学习者控制——网络教学的重要特征. 远程教育杂志, (4), 29-31.
[10] Cohen, J. (1973). Eta-Squared and Partial Eta-Squared in Fixed Factor Anova Designs. Educational and Psychological Measurement, 33, 107-112.
[11] Doherty, W. (2006). An Analysis of Multiple Factors Affecting Retention in Web-Based Community College Courses. The Internet and Higher Education, 9, 245-255.
[12] Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, Values, and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motives (pp. 75-146). San Francisco, CA: Freeman.
[13] Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The Role of Achievement Goals in the Development of Interest: Reciprocal Relations between Achievement Goals, Interest, and Performance. Journal of Educational Psychology, 100, 105-122.
[14] Hidi, S., & Harackiewicz, J. M. (2000). Motivating the Academically Unmotivated: A Critical Issue for the 21st Century. Review of Educational Research, 70, 151-179.
[15] Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41, 111-127.
[16] Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting In-terest and Performance in High School Science Classes. Science, 326, 1410-1412.
[17] Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing Interest and Performance with a Utility Value Intervention. Journal of Educational Psychology, 102, 880-895.
[18] Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve. Child Development, 73, 509-527.
[19] Joo, Y. J., Lim, K. Y., & Kim, J. (2013). Locus of Control, Self-Efficacy, and Task Value as Predictors of Learning Outcome in an Online University Context. Computers & Education, 62, 149-158.
[20] Krapp, A. (2002). An Educational-Psychological Theory of Interest and Its Relation to SDT. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-Determination Research (pp. 405-427). Rochester, NY: University of Rochester Press.
[21] Liu, Y., Li, H., & Carlsson, C. (2010). Factors Driving the Adoption of m-Learning: An Empirical Study. Computers & Education, 55, 1211-1219.
[22] Maki, R. H., Maki, W. S., Patterson, M., & Whittaker, P. D. (2000). Evaluation of a Web-Based Introductory Psychology Course: Learning and Satisfaction in On-Line Versus Lecture Courses. Behavior Research Models, Instruments, and Computers, 32, 230-239.
[23] Renninger, K. A., Bachrach, J. E., & Posey, S. K. E. (2008). Learner In-terest and Achievement Motivation. In M. Maehr, S. Karabenick, & T. Urdan (Eds.), Advances in Motivation and Achievement (Vol. 15, pp. 461-491). Bingley, England: Emerald Group.
[24] Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What Drives a Successful e-Learning? An Empirical Investigation of the Critical Factors Influencing Learner Sa-tisfaction. Computers & Education, 50, 1183-1202.
[25] Udo, G. J., Bagchi, K. K., & Kirs, P. J. (2011). Using SERVQUAL to Assess the Quality of e-Learning Experience. Computers in Human Behavior, 27, 1272-1283.
[26] Xu, D., & Jaggars, S. S. (2013). The Impact of Online Learning on Students’ Course Outcomes: Evidence from a Large Community and Technical College System. Economics of Education Review, 37, 46-57.