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.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 13, Issue 3, March 2017, 1013-1024
https://doi.org/10.12973/eurasia.2017.00655a
Publication date: 17 Dec 2016
Article Views: 2985
Article Downloads: 2450
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