Online learners' learning attribution has a significant effect on their learning behavior motivation and other psychological characteristics, and effects their learning performance through the change of learning behavior. The focus of this research is: What changes the learning behavior of online learners during the intermediate process? How does its mode of action relate to online learners' learning attribution? This research adopts the method of the role of mediating variable and takes online learning environment as the intermediary variable to test the direct effect of learning attribution on learning performance and the indirect effect through the mediating effect of online learning environment, and the regression model generated by the mediating effect analysis predicts learning performance. The results show that luck attribution has no effect on learning performance. Ability attribution, effort attribution and background attribution have no direct effect on learning performance. However, some indirect effects can be generated through the mediating effect of online learning environment, among which the total effort attribution has significant indirect effects through the pedagogy of online learning environment. Overall background attributions, ability and effort attributions in success attributions, and background attributions in failure attributions have significant indirect effects through the pedagogy, technology, and community mediating effects of online learning environments. All of the above indirect effects can positively predict learning performance, which provides a guiding ideology with practical significance for the construction elements of online learning environment.
"A Research on the Effect of Learner attribution on Performance under the mediation of online learning environment,"
Journal of Educational Technology Development and Exchange (JETDE): Vol. 13
, Article 2.
Available at: https://aquila.usm.edu/jetde/vol13/iss1/2