Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course

Abstract

We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of motivation than the control group but there was no difference between the two groups in achievement. Implications for the design and development of interventions or systems for students' emotion control are discussed.

Affective and motivational factors of learning in online mathematics courses

“…Third, both self‐efficacy and intrinsic value were significantly correlated with all the emotions examined. This finding supports the notion of the reciprocal relationship between motivation and emotions (Hannula, ; McLeod, ; Op ‘t Eynde & Turner, ; Op ‘t Eynde et al , ; Pekrun, ) in online learning environments (Kim & Hodges, ). Considering the view of motivation as part of emotions (eg, Op ‘t Eynde et al , ) as well as the view of emotion as part of motivation (eg, Ford, ; Hannula, ), it is practically not easy to separate motivation and emotions from each other (Ainley, ).…”

“…Considering the view of motivation as part of emotions (eg, Op ‘t Eynde et al , ) as well as the view of emotion as part of motivation (eg, Ford, ; Hannula, ), it is practically not easy to separate motivation and emotions from each other (Ainley, ). This finding also suggests that an integrative consideration of both constructs is needed to improve online learning (Kim, ; Kim & Hodges, ).…”

“…For example, if students' emotional experiences are improved (eg, increased enjoyment, decreased anxiety), motivation, cognitive processes and achievement could be enhanced. Emotion regulation can be taught to improve emotional experiences (eg, Kim & Hodges, ). Technologies such as relational agents, affect‐aware tutors and virtual change agents (Campbell & Green, ; Kim, ; Woolf et al , ) can be implemented to facilitate constructive emotions for online learning.…”

Emotions and multimedia learning: the moderating role of learner characteristics

“…Reviewing empirical findings and considering the valence of distinct emotional states, positive emotions have often been found to enhance learning outcomes (Um et al, ; Plass et al, ). Negative emotions were often identified to have a suppressing function concerning cognitive processes (e.g., Isen, Daubmann, & Nowicki, ; Kim & Hodges, ). However, there are also studies showing a detrimental effect of positive and negative emotions on cognitive processes (Seibert & Ellis, ) as well as studies reporting positive effects of negative emotions (see Pekrun, ; Chun, Cheon, & Lee, ).…”

Intended Learning Outcomes and Assessment of Computer-Based Scaffolding

“…Furthermore, students can often see authentic science as consisting of only collecting data, and not analyzing such (Gu, Belland, Weiss, Kim, & Piland, 2015). Thus, it is important to help students control negative emotions and promote positive emotions throughout this process (Belland et al, 2013;Kim & Hodges, 2012;Kim & Pekrun, 2014;Turner & Husman, 2008). But it is also important to help students perceive that they can be successful in this endeavor (Bandura, 1977;Belland et al, 2013;Britner & Pajares, 2006) and that it is of value (Belland et al, 2013;Wigfield & Eccles, 2000).…”