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Influence of Students’ Affective and Conative Factors on Laboratory Learning: Moderating Effect of Online Social Network Attention
1
Graduate Institute of Network Learning Technology, National Central University
2
Department of Computer Science and Information Engineering, National Central University
3
Department of Computer Science, Brunel University
Publication date: 2016-12-17
Corresponding author
Chaknarin Kongcharoen
Department of Computer Science and Information Engineering, National Central University, No.300, Jhongda Rd., Zhongli District, 32001 Taoyuan City, Taiwan
Department of Computer Science and Information Engineering, National Central University, No.300, Jhongda Rd., Zhongli District, 32001 Taoyuan City, Taiwan
EURASIA J. Math., Sci Tech. Ed 2017;13(3):1013-1024
KEYWORDS
TOPICS
ABSTRACT
Background:
According to aptitude theory, the measures of aptitude include not only cognitive factors but also affective factors (i.e., emotions) and conative factors (i.e., motivation) that can influence students’ learning achievement (LA).
Material and methods:
Therefore, this study employed structural equation modelling from experimental data of 96 college students to investigate the effects of affective factors and conative factors on LA using online social network (OSN) attention as a moderating factor.
Results:
The results confirmed that there are significant differences between student engagement and LA for overall group and student engagement, affective scores, and LA for the high OSN attention group. There are no significant differences for the low OSN attention group. Moreover, learning achievement can better facilitate the effects of the affective and conative levels for students with high rather than low OSN attention.
Conclusions:
In conclusion, the moderation of OSN attention shows that there are relationships that differ significantly across the high and low OSN attention groups.
According to aptitude theory, the measures of aptitude include not only cognitive factors but also affective factors (i.e., emotions) and conative factors (i.e., motivation) that can influence students’ learning achievement (LA).
Material and methods:
Therefore, this study employed structural equation modelling from experimental data of 96 college students to investigate the effects of affective factors and conative factors on LA using online social network (OSN) attention as a moderating factor.
Results:
The results confirmed that there are significant differences between student engagement and LA for overall group and student engagement, affective scores, and LA for the high OSN attention group. There are no significant differences for the low OSN attention group. Moreover, learning achievement can better facilitate the effects of the affective and conative levels for students with high rather than low OSN attention.
Conclusions:
In conclusion, the moderation of OSN attention shows that there are relationships that differ significantly across the high and low OSN attention groups.
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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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