On The Efficacv Of Undergraduation Student's Informal Online Learning From Achievement Goals Perspective

Under the background of the vigorous development of science and technology.computer-based information technology has become more and more influential in the field of education,information technology based on computer technology has more ancd more penetration and influence in the field of education.College students are different from primary and secondary school students in the field of learning.Their learning style and lifestyle are relatively free,and they have good conditions for online learning.Therefore,the impact and impact of online learning are relatively large.However,because online learning of college students is mostly carried out by learners,and there is no school organization and strict learning requirements,strictly speaking,it belongs to the informal learning form of online learning.This kind of iniormal online learning is the most convenient way to the new knowledge economy and related work for most people,However,informal online learning differs greatly from the traditional training methods in schools.There are no designated teachers'guidance and supervision,nor academic performance as a more intuitive evaluation index.The learning process is completely completed by college students independently,and the number of college students participating in informal online learning is increasing.This makes people wonder whether college students can accomplish online learning tasks independently in informal online learning.Can they really acquired from informal online learning?Based on the above questions,this study aims to explore whether students are able to accomplish their learning tasks and their influencing factors from the perspective of the whole learning process.Learning process includes three parts:initiation.maintenance and effect.This study takes achievement goal,task value,learning persistence and learning efficiency as the components of the hypothesis model.Assuming that mastery approaching goal and achievement goal in achievement goal are independent variables,task value and learning persistence are mediating variables,and outcome expectation and effectiveness expectation in learning effectiveness are dependent variables,an informal online learning effectiveness model with learning persistence as mediating variable and a task value as mediating variable are constructed respectively.SPSS was used to analyze the data measured by the questionnaire,and structural equation modeling was used.In the process of model construction,this study assumes that task value and learning persistence have an incomplete mediating effect on the relationship between achievement goal and learning efficiency,that is,achievement goal will influence learning efficiency through task value and learning persistence,and that college students'result expectation and effectiveness expectation will be regulated by gender dimension.The results show that:(1)boys are more inclined to obtain learning outcomes through informal online learning than girls,and think online learning can learn more;(2)learning persistence of learners close to goal orientation is better than that of learners close to goal;(3)gender has no significant moderating effect on the relationship between achievement goals and learning efficiency;In the three groups of students with learning intentions,the internally driven college students do not think that they have the ability to complete learning tasks or learn things in informal online learning,and their tendency to complete learning tasks is relatively weak.;(4)College students who combine internal and external drivers are more able to overcome learning difficulties in learning persistence.From the results of this study,there are fewer and fewer learners who are willing to devote their time and experience to the knowledge itself,More and more learners are driven by external factors,such as praise from parents and classmates,school requirements and future career needs.Therefore,university educators should try their best to avoid the learning intentions of those learners whose grades are close to the goal orientation,but they can not learn the real knowledge in the learning process.Therefore,it is necessary to improve the difficulty and requirements of learning tasks reasonably,so that learning can not achieve learning goals,learning requirements and excellent results without engaement,persistence and true understanding of knowledge.