本研究基于 Biggs 的“3P 模型”,以 692 名高校混合式外语学习者为研究对象,采用问卷调查法和结构方程模型,系统考察了任务价值与同伴支持(学习预备因素)通过学习投入和知识共享(学习过程要素)影响基于慕课的混合式外语学习满意度(学习结果)的作用机制｡结果表明:1)任务价值和同伴支持均显著正向预测学习投入､知识共享及学习满意度;2)学习投入与知识共享在任务价值､同伴支持与学习满意度之间均发挥了部分中介作用｡更重要的是,研究揭示了“任务价值/同伴支持→学习投入→知识共享→学习满意度”的链式中介效应,表明学习预备因素与学习过程要素共同作用于学习满意度,且学习投入与知识共享的双中介机制突显了情感———认知投入及协作知识建构对学习成效的积极影响｡

Based on Biggs’s “3P Model”(Presage Process Product),this study conducted a questionnaire survey among 692 university blended foreign language learners. Using structural equation modeling (SEM), the study investigated the mechanism by which task value and peer support (presage factors) influence satisfaction (learning outcome) with MOOC based blended foreign language learning through learning engagement and knowledge sharing (process factors). The findings indicate: (1) Both task value and peer support significantly positively predict learning engagement, knowledge sharing, and learning satisfaction. (2)Learning engagement and knowledge sharing both played a partial mediating role between task value, peer support, and learning satisfaction. More importantly, the study revealed a chain mediating effect in the path from “task value / peer support → learning engagement →knowledge sharing → learning satisfaction,” indicating that learning presage factors and learning process elements jointly influence learning satisfaction. The dual mediating mechanism of learning engagement and knowledge sharing highlights the positive effects of affective cognitive engagement and collaborative knowledge construction on learning outcomes.