Research On Factors Affecting Middle School Students' Online Learning Behavior And Willingness In The Post-epidemic Er

A massive outbreak of infectious pneumonia quietly broke out in late 2019 in Wuhan,Hubei.Various industries in the country had to hold back their progress.In order not to delay the normal study of students,students across the country began to implement online education.The rapid growth of the Internet has led to the development of online education.Not only has most of the previous research on online education focused on the higher education level,but most of it has explored the relationship between intellectual factors and online education.The willingness of students to learn online can predict the effectiveness of students’ online learning.Therefore,this paper seeks to explore the relationship between some of the non-intellectual factors of secondary school students and their willingness to learn online,in order to provide suggestions and guidance for further promoting the development of online learning and students’ learning in the future.Through the literature method,the influencing factors related to students’ willingness to learn online behaviour were collected and a hypothesis model was established based on relevant theories.The questionnaire was designed based on the previous questionnaire,and after reliability and validity tests,the questionnaire was formally distributed and the actual survey was conducted,with a total of 486 valid questionnaires collected.After data analysis,the following research results were obtained.(1)The AMOS 24.0 validation factor analysis found that: resilience,independence,emotional stability,learning anxiety,perceived usefulness,perceived ease of use,perceived pleasure,and willingness to learn online were significantly correlated with each other.(2)The AMOS24.0 validation of the hypothesis model found that: students’ resilience significantly and positively influenced students’ perceived ease of use and perceived usefulness;students’ learning anxiety significantly and negatively influenced students’ perceived ease of use;students’ perceived ease of use significantly and positively influenced both perceived usefulness and perceived enjoyment;students’ perceived usefulness significantly and positively influenced students’ perceived enjoyment;students’ perceived usefulness and perceived enjoyment were significantly and positively related to each other.Students’ perceived usefulness and perceived enjoyment had a significant positive effect on students’ willingness to learn online;students’ independence had a significant negative effect on students’ willingness to learn online.(3)The effect analysis found that perseverance,learning anxiety and perceived ease of use had an indirect effect on students’ willingness to learn online.The indirect effect of perceived ease of use on willingness to learn online was larger,with a result of 0.585,followed by the indirect effect of perseverance on willingness to learn online at 0.496.Both indirect effects were positive,in contrast to the negative indirect effect of learning anxiety on willingness to learn online,with an indirect effect size of-0.078 and a relatively small negative effect.The indirect effect size was-0.078 and the negative effect was relatively small.Finally,based on the results of the data analysis this study is discussed and suggestions are made to improve secondary school students’ willingness to learn online behaviour by,firstly,paying attention to negative emotions and mobilizing positive emotions in the online learning process for secondary school students;secondly,teachers paying attention to the development of students’ will qualities;and thirdly,paying attention to improving students’ information literacy.This can provide support to promote the effectiveness of online learning.