An Empirical Study On The Impact Of Online Teacher Support On College Students’ Learning Anxiety

In general,intellectual and non-intellectual factors are two key reasons that influence learners’ academic achievement.For most normal learners,it is not intellectual factors that affect their learning for that their intelligence is usually not significantly different.In recent years,many studies have shown that non-intellectual factors such as learning attitudes and academic emotions are closely related to learners’ learning.Learner’s emotion has an important influence on their cognition,but in the actual teaching process,the teacher often only pays attention to the learner’s knowledge and intellectual development,while ignores the learner’s academic emotion.Learning anxiety is the most common negative academic emotion,which is not conducive to the mental health of learners,and is not conducive to learners’ learning.According to Young(1994),there are three sources of learning anxiety:related to learners,related to educators,and related to teaching practices.Teachers are an important factor influencing learners’ learning anxiety.Breaking through time and space is a major advantage of web-based learning,but because of the lack of face-to-face interaction,it is more difficult for teachers to understand the learner’s online learning anxiety.In recent years,project-based learning has received extensive attention,therefore,this study explores the influence of teacher support that is categorical and can be controlled on the learner’s online learning anxiety in the project-based learning.The research process of this thesis mainly includes:literature review,strategy design,teaching experiment,and result analysis.In the literature review section,the author analyzes the domestic and foreign teacher support,learning anxiety and the related literatures of the two studies.It is found that the research in each field of teacher support and learning anxiety has been transferred to the web-based learning environment,but the cross study of the two,that is,the analysis of the influence of teacher support on learning anxiety is still in the traditional classroom teaching,so this study focuses on the impact of teacher support on learning anxiety in the web-based learning environment.In the strategy design section,based on the analysis of learners’need for online teacher support,and taking the composition of teacher support as the framework,the author systematically designs online teacher support strategies from three aspects:online emotional support,online cognitive support and online self-support,and then in accordance with the process of project-based learning activities in the web-based environment,the specific supporting behaviors provided by teachers for students in the online project-based learning are designed.In the teaching experiment section,the project learning is carried out on the UMU platform with the junior students of educational technology in a university as the research object,and the teacher support strategy designed is implemented in this process.In the result analysis section,the author analyzes the online teacher support before and after the experiment to verify whether the experimental independent variables existing,and analyzes the learner’s online learning anxiety level,and explores the action mechanism between the two through regression analysis,and collates the interview data to supplement the quantitative experimental data.The conclusions from the analysis of the experimental data are:the online teacher support perceived by the learners before and after the experiment is significantly improved,which shows that the online support strategies implemented by teachers in the experiment are fully perceived by learners;in the web-based learning environment,the online teacher support can reduce the learners overall online learning anxiety level,in which the academic task anxiety has been alleviated but not significant,and the learning style anxiety has decreased significantly;In the web-based learning environment,teachers’ online emotional support,online autonomy support negatively affect learners’ online learning anxiety level,and teachers’ online cognitive support had no significant effect on learners’ learning anxiety.