Online Learning Readiness of Female Home Economics Students Data

This data comprised survey responses from 372 female first-year Home Economics students enrolled in various programs, including BSc Clothing and Textile Education, BSc Food and Nutrition Education, BSc Integrated Home Economics Education, and BSc Family Life Management. Data were collected using a structured questionnaire featuring demographic variables (age, academic program) and five validated constructs—Computer and Internet Self-Efficacy (CIS), Self-Directed Learning (SDL), Learner Control (LCO), Online Communication Self-Efficacy (OCS), and Motivation for Learning in an Online Context (MFL). Each construct was measured through multiple Likert-scale items, with responses ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The dataset captured participants' technological readiness, self-regulated learning behaviors, confidence in online communication, and overall motivation for online learning in low-resource settings, providing a comprehensive foundation for statistical analysis.

本数据集包含372名一年级家政学（Home Economics）女本科生的调研问卷回复，这些学生就读于多个专业项目，涵盖服装与纺织教育理学学士（BSc Clothing and Textile Education）、食品与营养教育理学学士（BSc Food and Nutrition Education）、综合家政教育理学学士（BSc Integrated Home Economics Education）以及家庭生活管理理学学士（BSc Family Life Management）方向。调研数据通过结构化问卷采集，问卷包含人口统计学变量（年龄、就读专业）以及5个经过验证的研究构念：计算机与互联网自我效能感（Computer and Internet Self-Efficacy, CIS）、自主学习（Self-Directed Learning, SDL）、学习者控制（Learner Control, LCO）、在线沟通自我效能感（Online Communication Self-Efficacy, OCS）以及在线学习动机（Motivation for Learning in an Online Context, MFL）。各构念均通过多道李克特量表（Likert-scale）条目进行测量，评分区间为1分（完全不同意）至5分（完全同意）。本数据集记录了参与者在资源匮乏环境下的技术准备水平、自我调节学习行为、在线沟通信心以及在线学习的整体动机，可为统计分析提供全面的研究基础。