A Study On The Perception Of Interaction Quality, Motivational Beliefs And Learning Satisfaction:the Role Of Academic Emotions

With the rapid development of network education, as an important factor in the process of online learning interaction has gradually caused researchers’attention. Many researchers focus on the relationship between perception of interaction quality and learning satisfaction. And self-efficacy and task value have important effects on learning satisfaction. It can impact learning satisfaction directly or indirectly through other factors, such as academic emotions. The impact of the system of perception of environmental quality and motivational beliefs on learning satisfaction is one of main purpose of the present research. The second purpose of the research is to explore the differences between face-to-face classroom and online classroom. Based on the social online learning model, we conduct the research.Study one, Revised the perception of interaction quality questionnaire. On the basis of literature retrieval, this tudy determined the perception of interaction quality included four dimensions, such as the perception of student-interface quality, the perception of teacher-student quality, the perception of student-student quality and student-content quality. The questionnaire contains 32 items. Then we let the college students who participated online learning answer the questionnaire, through exploratory factor analysis and confirmatory factor analysis, the formal questionnaire contains 17 items。 The reliability and validity of the questionnaire was good, the perception of interaction quality questionnaire is a more reliable measurement tool.Study two, The subjects of the study were 783 college students. The present study aimed to compare the conditions between face-to-face classroom and online classroom. Results as follows:(1) In the face-to-face classroom, students’ perception of interaction quality, self-efficacy, task value, enjoyment, learning satisfaction were significant higher than the students in the online classroom, whereas, boredom was significant lower than the students in the online classroom; (2) The relations between the perception of interaction quality, self-efficacy, task value, positive academic emotions and learning satisfaction were positive significant, the relations between the negative academic emotions were negative significant.Study three, The subjects of the study were 783 college students. Structural equation model were used to explore the relations of perception of interaction quality, motivational beliefs, academic emotions and learning satisfaction in both face-to-face and online classrooms. Results as follows:(1)In face-to-face classroom, the mediating effect of acadmic emotions of student-content interaction quality, student-student interaction, self-efficacy and satisfaction were respectively found, task value directly predict satisfaction. (2)In online classroom, the mediating effects of academic emotions between perception of students and content, students and students, task value were respectively found; perception of teacher and student interaction quality and self-efficacy directly predict learning satisfaction.