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How College Students' Cognition of Cloud Academic Lectures Strengthens Their Continual Willingness to Share During COVID-19: A Moderated Mediation Model
|Keywords:||資訊分享 ; 持續意願 ; 遠距學習 ; 新冠疫情 ; 學術「雲」講座 |
cloud academic lectures ; continual willingness ; COVID-19 ; distance e-learning ; information sharing
|Issue Date:||2021-11-19 10:59:09 (UTC+8)|
|Abstract:||網路技術和社交平臺為新冠疫情期間大學生的遠距線上學習提供了接收和共用的基礎。為探究新冠疫情期間中國大陸大學生之學術「雲」講座認知對持續分享意願的作用機制，本研究構建了一個有調節的仲介模型，考察了成就動機、知識自我效能動機、利他動機、社交動機在兩者之間的仲介作用以及互依型自我構念、獨立型自我構念在講座認知與分享動機之間的調節作用。研究基於「認知－動機－意願」理論視角，以431名中國大陸在校大學生為樣本，進行「先訪談後問卷」的調研。結果表明：（1）在控制性別、受教育程度、專業後，學術「雲」講座認知對持續分享意願具有顯著的正向影響 ; （2）利他動機和知識自我效能動機在講座認知與持續分享意願的關係中發揮仲介效應 ; （3）獨立型自我構念削弱了講座認知對利他動機的影響，互依型自我構念與講座認知的交互項對知識自我效能動機無顯著影響。|
Internet technology and social media have played key fundamental roles in distance e-learning for college students in China during COVID-19. This study constructs a moderated mediation model to explore the relationship between college students' cognition of cloud academic lectures and their continual willingness to share, including the mediating effects of motivation for sharing and the moderating effects of self-construal. Based on the theoretical perspective of ＂cognition-motivation-willingness,＂ we use a common two-step procedure: First, we have in-depth interviews with 15 college students who are active participants in cloud academic lectures. Second, we further conduct a nationwide online survey and generate 431 results from college-student users in China. Exploratory analysis shows that the cognition of cloud academic lectures has significantly positive effects on continual willingness to share after controlling the factors of gender, education, and major. Among the four motivations for sharing, achievement, knowledge self-efficacy, altruistic, and social motivation, only altruistic motivation and knowledge self-efficacy significantly exhibit mediating effects, with the former mediating effect negatively moderated by independent self-construal, whereas the latter mediating effect is not moderated by interdependent self-construal. The results show that college students generally have high evaluations of cloud academic lectures and a strong willingness for continual sharing. The mean value of altruistic motivation is the highest among the four sharing motivations. In terms of the sharing channels, WeChat groups and WeChat Moments play significant roles. The findings of this study contribute to the academic institutes' understanding of presentation form, content production, and user experience for cloud academic lectures in the post-epidemic era. More importantly, these results are meaningful to improve the cognitive evaluation and information-sharing willingness among college students. Implications and directions for future work are also discussed.
|Relation:||新聞學研究, 148, 47-106|
|Appears in Collections:||[Mass Communication Research] Articles|
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