Academic Emotions in Programming Learning: Women’s Impact on the Software Sector

2018 ◽  
pp. 19-28
Author(s):  
Beatriz Eugenia Grass ◽  
Mayela Coto ◽  
César Collazos
Keyword(s):  
Academic Emotions

Analysis of User’s Learning Styles and Academic Emotions through Web Usage Mining

2021 ◽  
Author(s):  
Snehal Rathi ◽  
Yogesh Deshpande ◽  
Shashidhar Nagaral ◽  
Ankita Narkhede ◽  
Radhika Sajwani ◽  
...  
Keyword(s):  
Learning Styles ◽  
Web Usage Mining ◽  
Academic Emotions ◽  
Web Usage

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model

2020 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Positive Emotions ◽  
Mediating Effect ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

scholarly journals Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Changcheng Wu ◽  
Bin Jing ◽  
Xue Gong ◽  
Ya Mou ◽  
Junyi Li
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Online Teaching ◽  
Value Theory ◽  
Equation Modeling ◽  
Behavioral Engagement ◽  
Learning Context ◽  
Academic Emotions ◽  
Learning Satisfaction ◽  
Learning Platform

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

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