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高校师生互动对本科生知识共享效果的影响——基于SEM和fsQCA方法
The Effect of Faculty-Student Interaction on the Effectiveness of Undergraduate Knowledge Sharing in Higher Education: Based on SEM and fsQCA Methods
[目的/意义] 旨在探究互联网环境影响下的不同高校师生互动方式对本科生知识共享效果的影响机制。 [方法/过程] 从课堂互动和课外互动两个维度来细化划分线上/线下师生互动，引入学业情绪作为中介变量，通过搜集296份有效样本，采用SEM与fsQCA相结合的方法进行实证分析。[结果/结论] SEM研究发现，课堂互动直接正向影响本科生知识共享效果，而课外互动不能直接正向影响知识共享效果；课堂互动和课外互动可通过学业情绪的中介作用来正向影响知识共享效果。进一步通过fsQCA分析，得到一种高知识共享效果前因构型和两种低共享效果前因构型，发现线上和线下课堂互动、线下课外互动与学业情绪共同作用于高知识共享效果；而缺乏积极的师生互动和消极的学业情绪都有可能造成低共享效果。
[Purpose/significance] With the continuous development and application of online Internet faculty-student teaching/communication and other software, the mixed offline and online faculty-student interaction methods have become mainstream. In order to investigate the mechanism of the influence of different university faculty-student interaction methods on the effect of undergraduate knowledge sharing under the influence of the Internet environment, this study refined the division of online/offline teacher-student interaction in two dimensions: classroom interaction and extracurricular interaction, introduced academic emotion as a mediating variable, constructed a theoretical model and conducted empirical evidence. [Method/Process] By collecting 296 valid samples, a combination of SEM and fsQCA was used to conduct the empirical analysis. [Result/Conclusion] The SEM study found that classroom interaction directly and positively influenced the knowledge sharing effect of undergraduate students, while extracurricular interaction could not directly and positively influence the knowledge sharing effect; classroom interaction and extracurricular interaction could positively influence the knowledge sharing effect through the mediating role of academic emotion. Further, a high knowledge sharing effect antecedent construct and two low knowledge sharing effect antecedent constructs were obtained through fsQCA analysis, and it was found that online and offline classroom interactions, offline extracurricular interactions, and academic emotions jointly affected the high knowledge sharing effect; while the lack of positive teacher-student interactions and negative academic emotions may cause the low sharing effect.
师生互动 / 学业情绪 / 知识共享效果 / 结构方程模型 / 模糊集定性比较分析
teacher-student interaction / academic emotion / knowledge sharing effect / structural equation model / qualitative comparative analysis of fuzzy sets
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麻荣杰：调研整理文献，采集分析数据，撰写及修改论文；
乐承毅：提出研究选题，设计研究方案，调研整理文献，修改论文；
路亭：调研整理文献，采集分析数据，提供修改意见，校对；
吴嘉炜：整理文献，采集分析数据，参与讨论。
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