作者机构：
[Jiang, Yujun] Cent South Univ Forestry & Technol, Swan Coll, Sch Language & Culture, Changsha 410211, Peoples R China.;[Jiang, Yujun] Stamford Int Univ, Fac Publ Adm & Social Studies, Bangkok 10250, Thailand.;[Wang, Ping] Technol & Business Univ, Sch Econ & Management, Zhengzhou 451400, Peoples R China.;[Li, Qiang] Shanghai Tech Inst Econ & Informat, Sch Econ & Management, Shanghai 201411, Peoples R China.;[Li, Yingji] Yunnan Univ Chinese Med, Sch Humanities & Management, Kunming 650500, Yunnan, Peoples R China.
通讯机构：
[Yingji Li] S;School of Humanities and Management, Yunnan University of Chinese Medicine, Kunming 650500, China<&wdkj&>Author to whom correspondence should be addressed.
关键词：
theory of planned behavior;blended learning setting;self-regulated learning;perceived teacher support;major satisfaction;partial least squares structural equation modeling
摘要：
This research explores the influencing factors of students’ attitude toward self-regulated learning (SRL) within blended learning setting (BLS). The theoretical model is developed based on the Theory of Planned Behavior (TPB) and two dimensions are proposed: major satisfaction (MS) and perceived teacher support (PTS). It studies how these variables affect students’ attitude toward SRL within BLS, directly or indirectly. The proposed model is validated by employing a partial least squares structural equation modeling approach (PLS-SEM) based on the valid data collected from 604 students from three private universities in China. The results suggest that (a) the constructs, including the PTS and TPB (attitude, subjective norm and perceived behavior control), have a positive impact on student attitude toward SRL within BLS; (b) SRL attitude has a positive intermediary effect on the relationship between PTS and SRL intention, and between MS and SRL intention, respectively; (c) perceived behavior control (PBC) has a positive intermediary effect on the relationship between MS and SRL intention; (d) subjective norm (SN) has a positive intermediary effect on the relationship between PTS and SRL intention. The findings have useful implications for teachers, higher institution administrators, researchers, and higher education policy-makers in enhancing students’ learning within the blended learning context.
摘要：
In this work, a class of neutral-type Rayleigh equations involving $$D$$D operators are proposed, where the damping item is a continuous $$T$$T-anti-periodic function. Several new stability theorems are obtained to assure the $$T$$T-anti-periodic exponential stability of the addressed equations by applying differential inequality analyses. Moreover, an illustrative example incorporating its graphical simulations is furnished to illustrate the validity of the derived findings.
