The structural relationships of Chinese values, self-others oriented achievement motives, achievement emotions and self-regulated learning in Hong Kong

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.

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Self-regulated learning and academic achievement of Hong Kong and Indian high school students

10.5353/th_b3124281 ◽

2001 ◽

Author(s):

Subran Abdul Ali Khan

Keyword(s):

High School ◽

Academic Achievement ◽

Hong Kong ◽

High School Students ◽

School Students ◽

Self Regulated Learning ◽

Regulated Learning

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Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates

Journal of Advanced Academics ◽

10.1177/1932202x0902000402 ◽

2009 ◽

Vol 20 (4) ◽

pp. 568-601 ◽

Cited By ~ 28

Author(s):

Anthony R. Artino ◽

Jason M. Stephens

Keyword(s):

Academic Success ◽

Self Efficacy ◽

Self Regulation ◽

Task Value ◽

Naval Academy ◽

Motivational Beliefs ◽

Achievement Emotions ◽

Self Regulated Learning ◽

Regulated Learning ◽

And Task

Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.

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