Literaturnachweis - Detailanzeige
| Autor/inn/en | Mingfang, Zhu; Qi, Wang |
|---|---|
| Titel | Empirical Research on Relationship between College Students' Social Identity and Online Learning Performance: A Case Study of Guangdong Province |
| Quelle | In: Higher Education Studies, 8 (2018) 2, S.97-106 (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1925-4741 |
| Schlagwörter | Foreign Countries; College Students; Self Concept; Online Courses; Academic Achievement; Life Satisfaction; Questionnaires; Likert Scales; Case Studies; Correlation; Gender Differences; Educational Background; Statistical Analysis; Regression (Statistics); Multivariate Analysis; China |
| Abstract | From "God's favored person" to "ordinary worker", college students become indifferent to life and addicted to web gaming because they face a rapid devaluation of college student identity in China. At the same time, MOOC and other online learning resources are bringing students better personal learning environment and requiring the students to be more self-disciplined and self-educated oriented. Correlation was found among academic performance, life satisfaction and personal identity. The relationship between students' online learning performance, life satisfaction and social identity has become a key issue for the Chinese educators and academic institutions. This paper investigates college student's social identity and identify how online learning performance influences their life satisfaction and social identity based on 490 questionnaires using Jonathan M. Cheek relational identity orientation scale for the AIQ. The results suggest that the demographic feature of students has different influence on their social identity, and the effect of online learning performance and life satisfaction on social identity shows a significant difference. Besides, implications for improving college students' social identity are also discussed. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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