河南师范大学学报(哲学社会科学版)

在线学习行为投入是影响学习者学习绩效的关键要素，但具体行为投入的效度如何仍存在争议。本文通过对国内外30篇实证研究文献进行元分析，审视在线学习行为投入对学习绩效的影响效果，并探究学习者类型、学习区域和实验周期三个调节变量的效果差异。结果显示：在线学习行为投入对学习绩效有中等程度的积极影响，但学术挑战任务的质量和工作量、回复主题帖、克服困难、自我评价与反思、明确学习目标与要求、单项任务完成度等7个指标行为，与学习绩效表现出高相关性；在调节变量方面，相较于国外，在线学习行为投入对国内大学生6个月以上长周期的学习绩效影响较大。建议从任务挑战度、交互激励机制和在线学习周期等方面完善在线学习设计。

Online learning behavioral engagement is a crucial factor influencing learners' learning performance, yet the effectiveness of specific behaviors remains a matter of debate. By conducting a meta-analysis of 30 empirical research articles from both domestic and foreign sources, this study examines the impact of online learning behavioral engagement on learning performance and explores the differential effects of three moderating variables: learner type, learning area, and experimental duration. The results indicate that online learning behavioral engagement exerts a moderate positive influence on learning performance. However, seven indicator behaviors, including the quality and workload of academic challenge tasks, responding to topic threads, overcoming difficulties, self-evaluation and reflection, clarity of learning goals and requirements, and individual task completion, exhibit high correlations with learning performance. Regarding moderating variables, online learning behavioral engagement exerts a more substantial influence on the learning performance of domestic university students over extended periods of more than six months, compared to foreign counterparts. The study recommends optimizing online learning designs in terms of task challenges, interactive incentives mechanisms, and online learning duration.