Pride and anxiety in online learning environments: Achievement emotions as mediators between learners' characteristics and learning outcomes.
The current study validated the proposed structure of relationships among outcome‐related achievement emotions (pride and anxiety), their cognitive predictors (appraisals und online‐learning‐related self‐efficacy), and learning outcomes (competence gain and satisfaction) in the context of online lea...
| Published in: | Journal of Computer Assisted Learning Vol. 35; no. 5; pp. 667 - 678 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Oct2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=138441198&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 138441198 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2019 vid: 35 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 138441198 138441198 138441198 10.1111/jcal.12367 138441198 ppf: 667 ppct: 11 formats: tig: atl: Pride and anxiety in online learning environments: Achievement emotions as mediators between learners' characteristics and learning outcomes. aug: au: Heckel, Christian Ringeisen, Tobias affil: Faculty of Business Administration and Information Sciences, Merseburg University of Applied Sciences, Merseburg Germany sug: subj: Education, Non-Traditional World Wide Web Learning Methods Psychosocial Factors Learning Environment Psychosocial Factors Anxiety Emotions Academic Achievement Outcomes of Education Human Funding Source Structural Equation Modeling Self-Efficacy Student Attitudes Male Female Young Adult Adult Germany Cross Sectional Studies Surveys Internet Factor Analysis Chi Square Test Adult: 19-44 years Male Female ab: The current study validated the proposed structure of relationships among outcome‐related achievement emotions (pride and anxiety), their cognitive predictors (appraisals und online‐learning‐related self‐efficacy), and learning outcomes (competence gain and satisfaction) in the context of online learning in higher education. On the basis of a sample of 220 university students, we applied structural equation modeling. We found that high self‐efficacy was related to greater perceived control, which was positively associated with interest in online learning. Self‐efficacy showed positive relations with pride and negative relations with anxiety. Interest was positively associated with pride, competence gain, and satisfaction. Both outcomes also showed direct positive relations with pride, whereas anxiety was negatively associated with satisfaction only. Furthermore, three substantial indirect effects of self‐efficacy on the two outcomes were revealed. The findings supported the role of anxiety and pride as mediators between cognitions and learning outcomes although also direct relationships between interest and learning outcomes were observed. Lay Description: What is currently known about the subject matter? achievement emotions are mediators between learner's appraisals and learning outcomeshowever, little research on emotions as antecedents of achievement in academic online learningfew studies differentiated effects of dispositional and contextual appraisalsregarding emotions, pride as affective antagonist of anxiety remains underresearched What does the paper add to the topic? The manuscript examines antecedents and outcomes of pride and anxiety as antagonistic emotionsdifferentiates the interplay among three kinds of appraisals on emotionsinvestigates differential effects of emotions on affective and competence‐based outcomesexamines direct and indirect associations between the study variables using latent modeling Implications for practitioners? Lecturers should address rather students' positive emotions like pride than anxiety in online learning settingsfoster learners' interest to enhance pride, as well as outcomes like satisfaction and competence gainstrengthen students' self‐efficacy to decrease anxiety that is linked to lower satisfaction pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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