Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning

2012 ◽  
Vol 15 (3) ◽  
pp. 170-175 ◽  
Author(s):  
Anthony R. Artino ◽  
Kenneth D. Jones
Keyword(s):  
Online Learning ◽  
Learning Behaviors ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Examining the Role of Enjoyment, Anxiety, and Emotional Intelligence Online Graduate Students' Self-Regulated Learning

2020 ◽  
Author(s):  
Achraf Touati
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Graduate Students ◽  
Value Theory ◽  
Theory And Practice ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Control Value ◽  
Regulated Learning

As online learning continues to grow, particularly amid the COVID pandemic, so too has interest among educational practitioners and researchers to understand the personal and contextual factors that shape students’ emotions in these environments. The control-value theory of achievement emotions has emerged as a useful framework for examining the antecedents and consequences of different emotions that students experience in online learning. The purpose of the present study was to validate the assumptions of the control-value theory in an asynchronous online graduate program, and to examine the role of emotional intelligence in this social-cognitive process. Data were collected from 102 graduate students enrolled at a public university in the United States. Results showed that online self-efficacy was a significant predictor of achievement emotions (enjoyment and anxiety). However, student value appraisals of the online program only predicted anxiety. Hierarchical regression analyses also revealed that only anxiety was a significant predictor of self-regulated learning. Further moderation analyses were conducted and showed that emotional intelligence moderated the relationships between achievement emotions and self-regulated learning. The implications for research, theory, and practice are discussed.

scholarly journals How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Yu-Chen Yeh ◽  
Oi-Man Kwok ◽  
Hsiang-Yu Chien ◽  
Noelle Wall Sweany ◽  
Eunkyeng Baek ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Academic Outcome ◽  
Achievement Goal Orientations ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mastery Avoidance

The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning strategies (SRL), supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate students). Specifically, we tested the mediation effects of both self-regulated learning strategies and supportive online learning behaviors on the relation between achievement goal orientations and students’ academic expectations. The results showed that two of the achievement goal orientations – mastery-approach goals (MAP) and mastery-avoidance goals (MAV) – predicted the adoption of the self-regulated learning strategies and supportive online learning behaviors, which, in turn, predicted students’ expected academic outcome for their online course. Specifically, students with higher mastery-approach goals were more likely to adopt different types of self-regulated learning strategies and supportive online learning behaviors to facilitate their learning experience, which further enhanced their expectation for their academic outcome. By contrast, students with higher mastery-avoidance goals were less likely to adopt self-regulated learning strategies and supportive online learning behaviors, which, in turn, led to lower grade expectations.

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

scholarly journals Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

2018 ◽  
Vol 35 (4-5) ◽  
pp. 356-373 ◽  
Author(s):  
Jacqueline Wong ◽  
Martine Baars ◽  
Dan Davis ◽  
Tim Van Der Zee ◽  
Geert-Jan Houben ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning

How does self-regulated learning relate to active procrastination and other learning behaviors?

2016 ◽  
Vol 28 (3) ◽  
pp. 326-343 ◽  
Author(s):  
Masanori Yamada ◽  
Yoshiko Goda ◽  
Takeshi Matsuda ◽  
Yutaka Saito ◽  
Hiroshi Kato ◽  
...  
Keyword(s):  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Academic Achievement and Gender Peer Effects on Social Comparisons and Self-Regulated Learning Behaviors in A Taiwanese EFL Context

2018 ◽  
Vol 6 (5) ◽  
Author(s):  
Wan-Jeng Chang
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Peer Effects ◽  
Social Comparisons ◽  
Female Students ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Efl Context ◽  
Regulated Learning ◽  
And Gender

The main purpose of the present article is to estimate academic achievement and gender peer effects on social comparisons and self-regulated learning behaviors in a Taiwanese EFL context. The participating students were 50 non-English-major freshmen studying in Central Taiwan. Analyses of the data reveal the following findings. First, female students preferred or felt more comfortable making social comparisons with other female students, and they applied more self-regulated learning strategies. Second, male students had a stronger drive to make social comparisons, and they would prepare harder over time for the tests. Third, students with relatively low ability tended toward upward comparison and tended to give up or only study the easy parts. 

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