Students' social experiences are critical to their academic success, including determining their motivation and engagement. However, little is known about how various social factors, including social presence and teacher involvement, relate to expectancy, task value, and facets of engagement in online learning. Using path modeling to analyze the survey responses of 122 college students, we examined the relations among social presence, teacher involvement, expectancy, task value, and cognitive and behavioral engagement guided by the situated expectancy-value theory. We discovered that social presence predicted expectancy, task value, and behavioral engagement, and task value impacted cognitive engagement. We found a mediating effect of expectancy-to-task value in the link between social presence and cognitive engagement. Overall, the predictive influence of expectancy on task value was critical in the model. Interestingly, teacher involvement did not play a role. These findings confirm the significance of online social features to motivation and engagement and further highlight the value of motivation for online learning success. Therefore, it is important to design online learning environments whereby students feel socially connected and motivated.

学生的社交体验对他们的学业成功至关重要，包括决定他们的积极性和参与度。然而，关于各种社会因素（包括社会存在和教师参与）如何与期望、任务价值和参与在线学习的各个方面相关，我们知之甚少。使用路径模型分析 122 名大学生的调查反应，我们在情境期望价值理论的指导下，研究了社会临场感、教师参与、期望、任务价值以及认知和行为参与之间的关系。我们发现社交存在可以预测期望值、任务价值和行为参与度，而任务价值会影响认知参与度。我们发现期望对任务的价值在社交存在和认知参与之间的联系中具有中介作用。全面的，期望对任务价值的预测影响在模型中至关重要。有趣的是，教师的参与并没有发挥作用。这些发现证实了在线社交特征对动机和参与的重要性，并进一步突出了动机对在线学习成功的价值。因此，重要的是设计在线学习环境，让学生感受到社交联系和积极性。