Abstract:
Objective: Based on the attachment theory, this paper examines the relationship between
students’ attachment anxiety and online learning anxiety, and the mediating effect of interpersonal
relationships and school connectedness in this path. Methods: Based on the data of 999 undergraduates,
the structural equation model was conducted. Results: Students with high attachment anxiety are
more likely to have anxiety, and their perception of teacher–student relationship and student–student
relationship is not good, and the level of school connectedness is low; School connectedness plays a
mediating role in students’ attachment anxiety and online learning anxiety; The comparison of multiple
mediating effects shows that there are significant differences between teacher–student relationship,
student–student relationship and school connectedness. Conclusion: The perception of school
connectedness has a greater impact on students’ learning anxiety than interpersonal relationship.
目的:检验在线教学学生依恋焦虑水平如何影响焦虑情绪,重点检验且对比人际关系与学校联结在此路径中的中介效应。方法:选取999名有在线教学经历的本科生,使用医院焦虑抑郁量表(HADS),成人依恋量表(AAS),人际关系量表(IPPA)及学校联结量表(PISA),建立结构方程检验模型。结果:在线教学过程中,高依恋焦虑的学生更容易出现焦虑,且他们师生关系、同学关系不佳,学校联结水平低,其中学校联结是学生依恋焦虑影响焦虑情绪的中介变量;师生关系、同学关系与学校联结间均存在显著中介效应差异。结论:在线教学过程中,依恋水平高的学生更容易焦虑;比起人际关系,学校联结感知对学生的焦虑产生更大的影响。