The emotions in the educational context and quality assessment of ongoing platforms for online teaching on the territory of Kosovo and Metohija

РАНЂЕЛОВИЋ, Душан Ј.; МИХАЈЛОВИЋ, Ружица M.

doi:10.5937/bastina31-34257

Cited by 3 publications

(1 citation statement)

References 28 publications

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“…An interesting finding showed that experiencing positive and negative emotions during online learning does not significantly correlate with academic achievement Simić, J., Ranđelović, D., & Šoškić, R. (2024). Emotions in education -concept, models, and correlates, SCIENCE International journal, 3(2), 139-144. doi: 10.35120/sciencej0302139s UDK: 378.22.015.3:159.942 (Ranđelović & Mihajlović, 2021). Some authors have investigated the role of academic emotions in the relationship between perceived academic control and self-regulated learning within online learning and found that boredom and anxiety have significant moderating effects on self-regulated learning; in other words, good self-regulation requires perceived control and fewer negative emotions (Jiwon & Myunghee, 2014).Meta-analysis results have shown that teacher support is significantly correlated with students' academic emotions, and these relationships are moderated by culture, age, and gender.…”

Section: The Correlates Of Academic Emotionsmentioning

confidence: 99%

Emotions in Education – Concept, Models, and Correlates

Simić,

Ranđelović,

V. Šoškić

2024

SIJ

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The affective component of teaching is frequently underrepresented in empirical works by authors and researchers focusing on the domain of teaching and instructional efficacy. Purpose: This paper examines academic emotions as part of the affective component of teaching, primarily through a theoretical orientation grounded in Pekrun’s theory of control and value. Methodology: Employing an analytical-deductive approach, scientific works thematically addressing academic emotions and their correlates were meticulously dissected. Through the analysis of numerous works addressing this issue, primary research questions concerning the relationship between academic emotions and academic achievement, motivation, cognition, and specific socio-demographic characteristics were considered. Pekrun’s theory of control and value provides an integrative framework for analyzing academic emotions and their effects on learning and achievement. Results: The majority of analyzed studies confirm the effect of emotions in both intrapersonal (social judgment, perception, verbal and nonverbal expression of emotions) and interpersonal contexts (cognitive processing, metacognitive processes, strategic information processing). Gender differences were not identified in terms of experiencing academic emotions except for test anxiety, which was higher among females. The overarching conclusion is that academic emotions constitute a complex construct linked to academic success, learning, and teaching, influencing certain attitudes towards schooling.

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Section: The Correlates Of Academic Emotionsmentioning

confidence: 99%

Emotions in Education – Concept, Models, and Correlates

Simić,

Ranđelović,

V. Šoškić

2024

SIJ

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Perceived academic control, task value and digital distraction during online learning: The mediating role of boredom

Cvetković,

Opsenica-Kostić

2024

Nastava i vaspitanje

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Focusing and regulating attention play a major role in avoiding digital distractions and maintaining focus on academic activities. Boredom is known to divert attention away from activities that lack value and towards activities that are stimulating, therefore this research examines the mediating role of this emotion in the relationship between perceived academic control, task value on the one hand, and digital distraction propensity on the other. The research sample consisted of 281 university students in Serbia who attended online classes, of which 86.1% were female. The instruments used in the research were the Achievement Emotions Questionnaire -Short version (AEQ-S), the Online Learning Motivated Attention and Regulation Strategies (OLMARS) questionnaire, the Perception of Academic Control Questionnaire (PAC), and Task Evaluation subscale from Motivated Strategies for Learning Questionnaire (MSLQ). The results indicate that boredom in class and during learning achieves complete mediation in establishing a relationship between academic control and the perception of discontinuity of attention, awareness of the problem with attention caused by lingering thoughts, and distraction due to the sounds of social media notifications. Boredom in class fully mediates the relation-ship between academic control and the use of behavioral strategies, as well as the relationship between task value and perception of a problem with attention caused by lingering thoughts. Both boredom in class and during learning achieves a full mediation effect on the relationship between task value and perception of attention discontinuity, and the relationship between task value and distraction from social media notification sounds. The obtained results follow the Control Value Theory of Achievement Emotions. People who experience boredom may have difficulty regulating media use and are more prone to digital distraction. Implications as well as future research opportunities are discussed.

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Reliability and validity of the instrument assessing the effectiveness of online and regular classroom lessons

Ranđelović¹,

Lazarević²,

Pavićević³

2022

Zb Filoz fak Priština

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In order to propose a new instrument for evaluating the efficiency of teaching process, this paper presents the recently designed tool called Online and Classroom Teaching Efficiency Scales - OCTES. It strives to examine reliability and validity of the OCTES scale on a sample of students (N1=100) and teachers (N2=100). The instrument used to evaluate the effectiveness of three aspects of teaching in two teaching scenarios-classroom teaching and online teaching-includes 3 scales related to cognitive, conative, and affective aspects of teaching. The results indicated that all scales have high reliability (over .80 Cronbach's alpha) on both the teacher subsample and the student subsample. The construct validity was verified by exploratory factor analysis. The results have confirmed that one-factor solutions are acceptable for all measured scales, with the explained variation ranging from 41.13% during the assessment of the affective component of classroom teaching, to 64% during the assessment of conative aspects of classroom teaching. It can be inferred that the final version of the 30-item scale showed good psychometric properties reflected in high reliability of all assessed aspects of teaching efficiency and solid validity seen through one-factor structure of all scales.

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The emotions in the educational context and quality assessment of ongoing platforms for online teaching on the territory of Kosovo and Metohija

Cited by 3 publications

References 28 publications

Emotions in Education – Concept, Models, and Correlates

Emotions in Education – Concept, Models, and Correlates

Perceived academic control, task value and digital distraction during online learning: The mediating role of boredom

Reliability and validity of the instrument assessing the effectiveness of online and regular classroom lessons

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