Study Of The Impact Of Parental Participation And Self-education Expectations On Online Learning Engagement Among Junior Middle School Students

In January 2020,the COVID-19 outbreak broke out in Wuhan,marking the largest online education service support battle across the country.Improving the quality of online learning and promoting the high-quality development of online education in China have become the main purpose.As one of the important indicators to measure the quality of online learning,online learning investment is a strong driving force to ensure the high-quality development of online education.During the epidemic period,families were involved in the online learning process as never before,and parental participation became a content that cannot be ignored in the influence factors of online learning investment.Self-education expectation as an endogenous factor and parental participation as an exogenous factor will affect the online learning input of junior high school students.Therefore,it is of profound significance to explore the relationship and action mechanism between parental participation,students’ self-education expectation and online learning investment in online learning.In order to deeply analyze the relationship between variables and explore the relevant mechanisms,the theoretical model and research hypothesis of this study are constructed based on the Eccles of expectation value theory and Bandura ternary interaction theory.This study is carried out through literature research method,interview method,questionnaire survey method and data analysis method.The research content is as follows: First,if the background and significance of the study are explained,the theoretical model of the research is established at home and abroad and the interview survey is constructed,and the relevant research assumptions are put forward.Second,parental engagement,self-education expectations,and online learning engagement were measured.Specifically,they distributed and received the questionnaires,and analyzed the reliability and validity of the questionnaires.Thirdly,the paper analyzes the current situation and characteristics of parents’ participation,self-education expectation and online learning investment,and further discusses the relationship between parental participation,students’ self-education expectation and online learning investment.The statistical analysis of the data found that:(1)the overall level of parental participation was good,Different aspects differ greatly;(2)Self-education expectations are more positive but still need to be maintained;(3)The overall level of online learning investment is relatively high;(4)Parental participation,self-education expectations and online learning investment vary significantly among students from different backgrounds;(5)Overall,parental participation has a significant positive impact on self-education expectations,There are differences in the dimension;(6)Overall,parental participation had a significant positive impact on online learning engagement,There are differences in the dimension;(7)The expectation of self-education has a significant positive impact on online learning investment;(8)Self-education expectation has a mediating effect in the influence of parents’ participation on online learning input.In this regard,this paper puts forward suggestions from three aspects of students,parents and schools: for students,pay attention to personal characteristics,foster positive self-education expectations;effective parent-child communication,foster good parent-child relationship.In terms of parents,focus on characteristics and material participation;reasonable supervision and scientific participation.In schools,create a collaborative education atmosphere and encourage parents to participate actively;assist in guiding family education and improve the home-school management mechanism.