Family Matters! An Investigation of High School Students’ Persistence in Blended Learning (Poster 24)

• In Event: Friday Poster Session 9:35 am
  In Poster Session: Trends and Issues in Technology-Based Environments

Abstract

To promote Chinese high school students’ learning persistence in blended learning, this study proposed a conceptual model drawing from the literature on learning persistence and Bourdieu’s theory to explain students’ learning behavior. Special attention was paid to the two family-related constructs, i.e., cultural capital and digital habitus. The findings revealed that digital habitus emerged as a significant predictor for attitude and actual use, exerting a critical influence on persistence in blended learning. The study further identifies active and restrictive parental mediation as representations of family cultural capital. Only active parental mediation was shown to positively correlates with digital habitus. These insights shed light on the crucial role of family and contribute to fostering equality in blended learning contexts.

Authors

• Kaige Ni, Shanghai Jiao Tong University

• Hai Min Dai, Shanghai Jiao Tong University