Teaching Presence and Academic Achievement: The Mediating Role of Psychological Capital in Online and Offline Hybrid College English Course — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
Teaching Presence and Academic Achievement: The Mediating Role of Psychological Capital in Online and Offline Hybrid College English Course
Department of College English, Zhejiang Yuexiu University, Shaoxing, China
,
Department of College English, Zhejiang Yuexiu University, Shaoxing, China
1 Department of College English, Zhejiang Yuexiu University, Shaoxing, China
2 Department of College English, Zhejiang Yuexiu University, Shaoxing, China
Online and offline hybrid courses have become an important element in the construction of first-class undergraduate courses in China, and educational administrators, educational researchers and front-line lecturers are thinking about and seeking ways to improve students’ academic achievement. Based on positive psychology theory (PPT) and Communication of Inquiry (CoI) framework theory, this paper constructs the first research framework on the mediating role of psychological capital (PC) on teaching presence (TP) and academic achievement (AA) in online and offline hybrid English course contexts, revealing the pathways and mechanisms of influence of teaching presence (TP) and psychological capital (PC) on academic achievement (AA). A total of 321 valid questionnaires were collected through online platform. The partial least squares structural equation modelling (PLS-SEM) analysis using SmartPLS3 found that: 1) teaching presence (TP) had a significant positive effect on academic achievement (AA); 2) teaching presence (TP) had a very strong positive effect on psychological capital (PC); 3) psychological capital (PC) had a significant positive effect on academic achievement (AA), and 4) academic achievement (AA) was partially mediated by psychological capital (PC). Therefore, measures such as enhancing students’ perceptions of teaching presence, optimizing the quality and design of online and offline courses, fostering positive psychological states in students, raising students’ psychological capital levels and ensuring smooth communication between online and offline teaching and learning are conducive to significantly improving students’ academic achievement (AA).
KeywordsTeaching PresenceAcademic AchievementPsychological CapitalHybrid Online and Offline Course
Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-Learning Systems Success: An Empirical Study. Computers in Human Behavior, 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and Face-to-Face Classroom Multitasking and Academic Performance: Moderated Mediation with Self-Efficacy for Self-Regulated Learning and Gender. Computers in Human Behavior, 102, 214-222. https://doi.org/10.1016/j.chb.2019.08.018
Alkiş, N., & Temizel, T. T. (2018). The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments. Journal of Educational Technology & Society, 21, 35-47.
Altschul, I. (2012). Linking Socioeconomic Status to the Academic Achievement of Mexican American Youth through Parent Involvement in Education. Journal of the Society for Social Work and Research, 3, 13-30. https://doi.org/10.5243/jsswr.2012.2
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks, 5, 1-17. https://doi.org/10.24059/olj.v5i2.1875
Arbaugh, J. B. (2008). Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses? The International Review of Research in Open and Distributed Learning, 9, 1-21. https://doi.org/10.19173/irrodl.v9i2.490
Arbaugh, J. B. (2013). Emerging from the Black Box: AMLE’s Continuing Influence on Its Newest Past Editor. Academy of Management Learning & Education, 12, 115-124. https://doi.org/10.5465/amle.2012.0116
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a Community of Inquiry Instrument: Testing a Measure of the Community of Inquiry Framework Using a Multi-Institutional Sample. The Internet and Higher Education, 11, 133-136. https://doi.org/10.1016/j.iheduc.2008.06.003
Armstrong, J. S., & Overton, T. S. (1977). Estimating Nonresponse Bias in Mail Surveys. Journal of Marketing Research, 14, 396-402. https://doi.org/10.1177/002224377701400320
Brand, J. E., & Xie, Y. (2010). Who Benefits Most from College? Evidence for Negative Selection in Heterogeneous Economic Returns to Higher Education. American Sociological Review, 75, 273-302. https://doi.org/10.1177/0003122410363567
Brandt, T., Gomes, J. F. S., & Boyanova, D. (2011). Personality and Psychological Capital as Indicators of Future Job Success? Liiketaloudellinen Aikakauskirja, 3, 263-289.
Cepeda-Carrion, G., Cegarra-Navarro, J. G., & Cillo, V. (2019). Tips to Use Partial Least Squares Structural Equation Modelling (PLS-SEM) in Knowledge Management. Journal of Knowledge Management, 23, 67-89. https://doi.org/10.1108/JKM-05-2018-0322
Chen, Y. L., & Guo, S. Y. (2016). The Effect of Junior High School Students’ Perceived Teacher Support Behaviours on Academic Achievement: A Mediating Moderating Effect. Chinese Journal of Clinical Psychology, 24, 332-337. (In Chinese) https://doi.org/10.16128/j.cnki.1005-3611.2016.02.033
Chin, W. W. (2010). How to Write Up and Report PLS Analyses. Springer, Berlin/Heidelberg, Germany, 655-690. https://doi.org/10.1007/978-3-540-32827-8_29
Dai, D., & Lin, G. (2020). Online Home Study Plan for Postponed 2020 Spring Semester during the COVID-19 Epidemic: A Case Study of Tangquan Middle School in Nanjing, Jiangsu Province, China. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3555539
Daspit, J. J., Mims, T. C., & Zavattaro, S. M. (2015). The Role of Positive Psychological States in Online Learning: Integrating Psychological Capital into the Community of Inquiry Framework. Journal of Management Education, 39, 626-649. https://doi.org/10.1177/1052562914564980
Dewey, J. (1933). How We Think. Heath.
Fan, D., Zhang, M. L., & Xu, X. (2020). Research on the Influencing Factors of Higher Mathematics Academic Achievement in Application-Oriented Universities. Journal of Science of Teachers’ College and University, 40, 62-67. (In Chinese)
Feng, Y. C., & Wang, X. H. (2018). Intellectual Capital, Ecological Environment and Regional Competitiveness: An Empirical Study Based on PLS-SEM and PLS-DA. 38, 93-98. (In Chinese)
Feng, Y. Z., Xu, M. J., Huang, X. N., Yang, X. G., & Pei, K. N. (2015). A Study on the Relationship between School Climate, Psychological Capital and Academic Achievement of Left-Behind Junior High School Students. Chinese Journal of Child Health Care, 45, 1246-1248+1252. (In Chinese)
Fredrickson, B. L. (2009). Positivity. Crown.
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the Community of Inquiry Framework: Review, Issues, and Future Directions. Internet and Higher Education, 10, 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. Internet and Higher Education, 2, 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. American Journal of Distance Education, 15, 7-23. https://doi.org/10.1080/08923640109527071
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring Causal Relationships among Teaching, Cognitive and Social Presence: Student Perceptions of Community of Inquiry Framework. Internet and Higher Education, 13, 31-36. https://doi.org/10.1016/j.iheduc.2009.10.002
Hair Jr., J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage Publications.
Hair Jr., J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to Use and How to Report the Results of PLS-SEM. European Business Review, 31, 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Harms, P. D., & Luthans, F. (2012). Measuring Implicit Psychological Constructs in Organizational Behavior: An Example Using Psychological Capital. Journal of Organizational Behavior, 33, 589-594. https://doi.org/10.1002/job.1785
Henseler, J., Ringle, C. M., & Sarstedt, M. (2016). Testing Measurement Invariance of Composites Using Partial Least Squares. International Marketing Review, 33, 405-431. https://doi.org/10.1108/IMR-09-2014-0304
Hill, J. R., Song, L., & West, R. E. (2009). Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications. American Journal of Distance Education, 23, 88-103. https://doi.org/10.1080/08923640902857713
Hoyle, R. H. (Ed.) (1995). Structural Equation Modeling: Concepts, Issues, and Applications. Sage.
Huang, C. H. (2021). Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning. Education Sciences, 11, Article 249. https://doi.org/10.3390/educsci11050249
Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online University Students’ Satisfaction and Persistence: Examining Perceived Level of Presence, Usefulness and Ease of Use as Predictors in a Structural Model. Computers & Education, 57, 1654-1664. https://doi.org/10.1016/j.compedu.2011.02.008
Joo, Y., Chung, A., & Choi, M. (2016). Identification of the Structural Relationship between Goal Orientation, Teaching Presence, Approaches to Learning, Satisfaction and Academic Achievement of Online Continuing Education Learners. The Journal of the Institute of Internet, Broadcasting and Communication, 16, 137-144. https://doi.org/10.7236/JIIBC.2016.16.2.137
Khalid, M. N., & Quick, D. (2016). Teaching Presence Influencing Online Students’ Course Satisfaction at an Institution of Higher Education. International Education Studies, 9, 62-70. https://doi.org/10.5539/ies.v9n3p62
Li, C., Li, Z., Shen, B. B., & Li, D. M. (2022). Relationship between Psychological Capital, Social Support and Employability of College Students—Through Taking a College as an Example. Heilongjiang Science, 67, 10-13. (In Chinese)
Lim, J., & Richardson, J. C. (2021). Predictive Effects of Undergraduate Students’ Perceptions of Social, Cognitive, and Teaching Presence on Affective Learning Outcomes According to Disciplines. Computers & Education, 161, Article ID: 104063. https://doi.org/10.1016/j.compedu.2020.104063
Lindell, M. K., & Whitney, D. J. (2001). Accounting for Common Method Variance in Cross-Sectional Research Designs. Journal of Applied Psychology, 86, 114-121. https://doi.org/10.1037/0021-9010.86.1.114
Liu, X. (2018). A Review of the Application of Structural Equation Modelling in Psychological Research. Course Education Research, 36, 16-18. (In Chinese)
Lorenz, T., Beer, C., Pütz, J., & Heinitz, K. (2016). Measuring Psychological Capital: Construction and Validation of the Compound PsyCap Scale (CPC-12). PLOS ONE, 11, e0152892. https://doi.org/10.1371/journal.pone.0152892
Lu, D., Ye, J. H., & Zeng, Z. F. (2022). Influence of Chemical Self-Efficacy on Self-Regulated Learning Strategies and Academic Achievement of College Students. Chinese Journal of Chemical Education, 43, 116-123. (In Chinese) https://doi.org/10.13884/j.1003-3807hxjy.2022020162
Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The Impact of Business School Students’ Psychological Capital on Academic Performance. Journal of Education for Business, 85, 253-259. https://doi.org/10.1080/08832323.2011.609844
Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological Capital: An Evidence-Based Positive Approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339-366. https://doi.org/10.1146/annurev-orgpsych-032516-113324
Luthans, F., Avey, J. B., & Patera, J. L. (2008). Experimental Analysis of a Web-Based Training Intervention to Develop Positive Psychological Capital. Academy of Management Learning & Education, 7, 209-221. https://doi.org/10.5465/amle.2008.32712618
Luthans, F., Avey, J. B., Avolio, B. J., & Peterson, S. J. (2010). The Development and Resulting Performance Impact of Positive Psychological Capital. Human Resource Development Quarterly, 21, 41-67. https://doi.org/10.1002/hrdq.20034
Luthans, F., Luthans, K. W., & Luthans, B. C. (2004). Positive Psychological Capital: Beyond Human and Social Capital. Business Horizons, 47, 45-50. https://doi.org/10.1016/j.bushor.2003.11.007
Luthans, F., Youssef, C. M., & Avolio, B. J. (2006). Psychological Capital: Developing the Human Competitive Edge. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195187526.001.0001
Lv, F. (2022). Improvement and Optimization of Blended Teaching in Higher Education Civic Theory Courses—Review of Research on Blended Teaching in Higher Education Civic Theory Courses. Journal of the Chinese Society of Education, 38, 120. (In Chinese)
Massah, El, Sobhy, S., & Fadly, D. (2017). Predictors of Academic Performance for Finance Students: Women at Higher Education in the UAE. International Journal of Educational Management, 31, 854-864. https://doi.org/10.1108/IJEM-12-2015-0171
Nambudiri, R., Shaik, R., & Ghulyani, S. (2020). Student Personality and Academic Achievement: Mediating Role of Psychological Capital (PsyCap). International Journal of Educational Management, 34, 767-781. https://doi.org/10.1108/IJEM-12-2018-0385
OECD (2016). Education at a Glance 2016: OECD Indicators. OECD Publishing. https://doi.org/10.1787/eag-2016-en
Paulsen, M. P. (1995). Moderating Educational Computer Conferences. In Z. L. Berge, & M. P. Collins (Eds.), Computer-Mediated Communication and the On-Line Classroom in Distance Education (112-134). Hampton Press.
Petriglieri, G. (2015). Disrupt or Be Disrupted: A Blueprint for Change in Management Education. Academy of Management Learning and Education, 14, 133-139. https://doi.org/10.5465/amle.2014.0396
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies. Journal of Applied Psychology, 88, 879-903. https://doi.org/10.1037/0021-9010.88.5.879
Quaye, S. J., & Harper, S. R. (2014). Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations. Routledge.
Rossman, M. (1999). Successful Online Teaching Using an Asynchronous Learner Discussion Forum. Journal of Asynchronous Learning Networks, 3, 91-97. https://doi.org/10.24059/olj.v3i2.1919
Rubio, F., Thomas, J. M., & Li, Q. (2018). The Role of Teaching Presence and Student Participation in Spanish Blended Courses. Computer Assisted Language Learning, 31, 226-250. https://doi.org/10.1080/09588221.2017.1372481
Sarstedt, M., & Cheah, J. H. (2019). Partial Least Squares Structural Equation Modeling Using SmartPLS: A Software Review. Journal of Marketing Analytics, 7, 196-202. https://doi.org/10.1057/s41270-019-00058-3
Setayesh, S. A. (2018). The Role of Teaching Presence on Academic Achievement in Fully Online Asynchronous and Hybrid Undergraduate Mathematics Courses. The University of Texas Rio Grande Valley.
Shea, P., & Bidjerano, T. (2009). Community of Inquiry as a Theoretical Framework to Foster “Epistemic Engagement” and “Cognitive Presence” in Online Education. Computers & Education, 52, 543-553. https://doi.org/10.1016/j.compedu.2008.10.007
Shi, Y., Zhang, J., Shi, F., Zhao X. L., Jiang, H., & Ying, Y. H. (2023). Construction and Practice of Online and Offline Hybrid Teaching of Biochemistry Experiments. Chinese Journal of Biotechnology, 1-12.
Shu, Z. (2021). The Relationship between the Accumulated Ecological Risk and Academic Achievement of Poor Children: The Mediating Role of Psychological Capital. Hunan Agricultural University.
Slåtten, T., Lien, G., Evenstad, S. B. N., & Onshus, T. (2021). Supportive Study Climate and Academic Performance among University Students: The Role of Psychological Capital, Positive Emotions and Study Engagement. International Journal of Quality and Service Sciences, 13, 585-600. https://doi.org/10.1108/IJQSS-03-2020-0045
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T. et al. (1991). The Will and the Ways Development and Validation of an Individual-Differences Measure of Hope. Journal of Personality & Social Psychology, 60, 570-585. https://doi.org/10.1037/0022-3514.60.4.570
Stajkovic, A. D., & Luthans, F. (1998). Social Cognitive Theory and Self-Efficacy: Going beyond Traditional Motivational and Behavioral Approaches. Organizational Dynamics, 26, 62-74. https://doi.org/10.1016/S0090-2616(98)90006-7
Straub, D., Boudreau, M. C., & Gefen, D. (2004). Validation Guidelines for IS Positivist Research. Communications of the Association for Information Systems, 13, 380-247. https://doi.org/10.17705/1CAIS.01324
Su, X. Y. (2022). A Study on the Relationship between High School Students’ Sense of Support from Mathematics Teachers, Mathematics Self-Efficacy and Academic Achievement in Mathematics. Tianjin Normal University.
Sun, X., Wang, W. W., & Wang, Z. X. (2020). The Relation of Identity of Major and Learning Achievement in College Students: The Mediating Role of Psychological Capital. Journal of Baoding University, 33, 111-114. (In Chinese) https://doi.org/10.13747/j.cnki.bdxyxb.2020.01.017
Ullman, J. B., & Bentler, P. M. (2012). Structural Equation Modeling. In Handbook of Psychology (2nd ed.). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118133880.hop202023
Vîrgă, D., Pattusamy, M., & Kumar, D. P. (2022). How Psychological Capital Is Related to Academic Performance, Burnout, and Boredom? The Mediating Role of Study Engagement. Current Psychology, 41, 6731-6743. https://doi.org/10.1007/s12144-020-01162-9
Wang, B. M. (2022). The Influence Mechanism of Teachers’ Teaching Ability on Students’ Academic Achievement Value-Added—An Empirical Analysis Based on the Survey Data of the Eastern and Western Provinces of China. Journal of Tianjin Normal University (Elementary Education Edition), 23, 63-69. (In Chinese) https://doi.org/10.16826/j.cnki.1009-7228.2022.004.012
Wang, F. (2017). A Study on the Relationship between Psychological Capital, General Well-Being and Mobile Phone Dependence among University Students. Journal of Tianyuan Normal University (Social Science Edition), 45, 106-108. (In Chinese)
Wang, T. T. (2020). The Impact of Cognitive Emotion Regulation on Academic Achievement of Junior Middle School Students—The Mediation Role of Psychological Capital. Zhengzhou University.
Wang, Y. B., & Huang, Y. T. (2022). A Meta-Analysis of the Relationship between Self-Efficacy and Second Language Achievement. Foreign Language World, 56, 89-96. (In Chinese)
Wang, Y. F., Li, Y. J., & Huang, Y. X. (2011). A Study on the Relationship between Psychological Capital, Achievement Goal Orientation and Academic Achievement among University Students. Higher Education Exploration, 25, 128-136+148. (In Chinese)
Wu, Y. (2018). Constructing China’s First-Rate College Courses. China University Teaching, 16, 4-9.
Xie, J., Liu, X., Li, S. Y., Yu, W. P., Chen, Z. H., & Yu, X. L. (2021). Investigation to Online-Offline Intergrative Teaching Mode in Junior Medical Students—Taking Qingdao Medical College of Qingdao University as an Example. Medicine Teaching in University (Electronic Edition), 11, 47-51.
Xu, X. M., & Yang, X. G. (2016). An Analysis of the Multiple Mediating Effects of School Climate on the Academic Achievement of Rural Junior High School Students. Modern Primary and Secondary Education, 32, 88-92. (In Chinese) https://doi.org/10.16165/j.cnki.22-1096/g4.2016.01.023
Xu, M. X., Xu, N., & Wang, X. J. (2021). The Effect of Parental Rearing Styles on Academic Achievement of Senior Three Students: The Mediating Role of Psychological Capital. Psychology: Techniques and Applications, 9, 193-201. (In Chinese) https://doi.org/10.16842/j.cnki.issn2095-5588.2021.04.001
Yazdi, S. M., & Zandkarimi, G. (2013). The Impact of E-Learning on Some Psychological Dimensions and Academic Achievement. International Journal of Education and Learning, 2, 40-58. https://doi.org/10.14257/ijel.2013.2.2.05
Ye, B., Hu, X. Y., Yang, Q., & Hu, Z. J. (2014). The Effect Mechanism of Perceived Social Support, Coping Efficacy and Stressful Life Events on Adolescents’ Academic Achievement. Psychological Science, 37, 342-348.
Yi, L. D. (2020). The Influence of Teachers’ Expectation Perception and Teaching Style on Mathematics Achievement of Tibetan High School Students: The Mediating Effect of Learning Input. Hebei Normal University.
Yu, H., & Li, X. (2022). Cultivation of Positive Psychological Quality of College Students’ English Learning under the Online and Offline Teaching Mode during the Epidemic. Frontiers in Public Health, 10, Article 929027. https://doi.org/10.3389/fpubh.2022.929027
Yu, Y. (2022a). The Mediating Effect Analysis of the State Hope and High School Students’ Academic Achievement. Jiangnan University.
Yu, Z. (2022b). The Effect of Teacher Presence in Videos on Intrinsic Cognitive Loads and Academic Achievements. Innovations in Education and Teaching International, 59, 574-585. https://doi.org/10.1080/14703297.2021.1889394
Yuan, M. (2018). The Relationship between Psychological Capital and Academic Achievement among 6-Year System Government-Sponsored Normal Students. Journal of Hunan First Normal University, 18, 33-37. (In Chinese)
Zeng, J. H. (2021). An Research on the Perceived Social Support, Psychological Capital and Academic Achievement of College Students—Taking Hangzhou as an Example. The Theory and Practice of Innovation and Entrepreneurship, 4, 5-8. (In Chinese)
Zhang, G. Y. (2015). Structure Equations Modeling: Misspecifications and Estimation Procedures. Journal of Statistics and Information, 30, 7-15. (In Chinese)
Zhang, S. L., Li, F. Y., Yang, X., Xiong, L. Y., & Tang, G. A. (2021). Exploration and Practice of the First-Class Curriculum Construction of “Principles of Geographic Information System”. Geomatics World, 28, 7-11.
Zhao, Y. (2022). Influence of Teacher Support on Academic Achievement of Junior Middle School Students: Mediating Role of Autonomous Motivation. Journal of Tonghua Normal University, 43, 84-90. (In Chinese) https://doi.org/10.13877/j.cnki.cn22-1284.2022.09.014
Zhang, Y. Y., Huang, M. W., Ren, P., & Zhang, R. P. (2020). Does My Friend’s Academic Achievement Affect Mine? The Influence Effect in Friend Dyads and the Mediation Effect of Achievement Goal Orientation. Psychological Development and Education, 36, 54-66.
Zhou, H., & Long, L. R. (2004). A Statistical Test and Control Method for Common Method Bias. Advances in Psychological Science, 12, 942-950.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29, 663-676. https://doi.org/10.3102/00028312029003663
Zou, C. H., Xin, Z. G., Li, Y. H., & Su, P. Y. (2023). Role of Regulatory Emotional Self-Efficacy and Positive Psychological Capital in the Relation between the Resilience and the Mental Health of College Students. Chinese Journal of School Health, 62, 67-80.