“The Effect Of Achievement Goals On Homework Behavior And Academic Emotions On Students Of Smp Negeri 1 Larantuka In East Flores Timur-Ntt-Indonesia”

Research reveals the impact of achievement goals on behavior in doing assignments and academic emotions to achieve learning goals. The study was conducted on 1200 students at SMP 1 Larantuka with the conclusion that the Achievement Goal (X) has a positive and significant effect on the behavior of doing assignments (Y) as evidenced by an error rate of 0.05 (α = 5%), the path coefficient is 0.237, the Sig value is t is 0.000 (0.000 < 0.05) and the adjusted R Square y value is 0.053. Achievement Goal (X) has a positive and significant effect on academic emotion (Z) as evidenced by the error rate of 0.05 (α=5%), the path coefficient of 0.379, the Sig.t value of 0.000 (0.000 <0.05) and the value of Adjusted R Square of 0.141. Academic Emotion (Z) has a positive and significant effect on the behavior of doing tasks (Y) as evidenced by the error rate of 0.05 (α=5%), the path coefficient of 0.395, the Sig.t value of 0.000 (0.000 <0.05) and Adjusted R Square value of 0.153. The achievement goal (X) has no significant effect on the behavior of doing the task (Y) as evidenced by a significance value of 0.076>0.05 (α=5%). Academic Emotion (Z) has a positive and significant effect on the behavior of doing the task (Y) as evidenced by the error rate of 0.05 (α=5%), the path coefficient of 0.356, the Sig.t value of 0.000 (0.000 <0.05), R Square value is 0.165 and R Square value is 0.242

Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion

In response to the COVID-19 pandemic, millions of students in China followed an emergency policy called “Suspending Classes without Stopping Learning” to continue their study online as schools across the country were closed. The present study examines how students adapted to learning online in these unprecedented circumstances. We aimed to explore the relationship between adaptability, academic emotion, and student engagement during COVID-19. 1,119 university students from 20 provinces participated in this longitudinal study (2 time points with a 2-week interval). The results showed that adaptability (the ability to respond to changes) and student engagement are significantly positively correlated with positive academic emotion and negatively correlated with negative academic emotion. Furthermore, adaptability not only directly predicts student engagement, but also affects student engagement through the chain mediation of positive academic emotion and negative academic emotion. The results contribute to the gap in knowledge regarding changes in students’ learning in response to the outbreak. This study further explains the internal mechanisms mediating the relationship between adaptability and student engagement. It may provide references for educational researchers and universities in dampening the negative effects of COVID-19 on students’ learning by improving their adaptability and developing positive academic emotions.

The Role of Academic Emotion Regulation and Resilience in Predicting Students’ Academic Burnout

Objective: The current study aimed to investigate the role of Emotional Regulation (ER) and resilience in predicting students' academic burnout. Methods: This was a descriptive correlational study. The statistical population of the study included all female secondary school students of the 10th-grade of the humanities and experimental sciences (N=305) in the second semester of 2018-2019 in Shabestar City, Iran. Accordingly, a sample of 100 individuals was selected by cluster sampling method. To collect the required data, the Academic Burnout Questionnaire (Breso et al., 1997), the Emotion Regulation Questionnaire (ERQ; Gross & John, 2003), and the Samuels' Academic Resilience Scale (2004) were used. Results: The collected data were analyzed using Pearson correlation coefficient and regression analysis methods. The obtained results indicated that ER and academic resilience explained 37% of the total variance of academic burnout in the examined students. The F-value indicated that the prediction of academic burnout was significantly based on ER and academic resilience in the study participants (P=0.001). Conclusion: As per the present study, the long-term planning to increase the explored variables will be an essential step in preventing students' academic burnout.

E-Learner's Academic Emotions Based on Facial Expressions : A Survey

This paper presents different technologies and framework used for academic emotion detection using facial recognition in E-Learning. E-Learning is growing day by day for various reasons like distance learning and user is able to do it at anytime and anywhere. But E-Learning lacks in real time feedback from the students to teachers and vice-versa. Academic Emotion plays an important role on detecting whether the students have understood the topic or not. In face to face learning, a skilled teacher achieves affective domain goals by interacting with the students and asking them questions. But in online learning student and teacher are apart so if system itself finds the emotion and take the action accordingly, is really very helpful to teacher and student both. There are various ways like sensors, facial expressions, log usage are used by many scientists to achieve this. We have researched and read many papers about various frameworks used and found that academic emotions play a vital role and also makes big difference in learning if it is properly analyzed and suitable action is taken. A model for the same purpose has been proposed here which will detect emotion and generate feedback accordingly.