The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control‐Value Theory*

Abstract

Synchronous hybrid delivery (simultaneously teaching on‐campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students’ emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students’ emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students’ self‐reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control‐value theory of emotions was used as the theoretical framework. Paired samples t‐tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on‐campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology‐related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology.

Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19

“…Knowledge improvement has been measured by previous researchers through either trace data, e.g., quizzes (Butz et al, 2016 ; Kim et al, 2014 ) or self-perceived knowledge improvement (Ding & Zhao, 2020 ). This learning outcome construct has been broadly examined by researchers in the context of learning experience and the factors that affect them.…”

A systematic literature review on synchronous hybrid learning: gaps identified

“…In the Remote Classroom setting, one group follows the course on campus and another group follows the course synchronously from another campus (the remote group is displayed on the screen depicted on the left corner of the picture in Figure 1) (Szeto & Cheng, 2016). In the Hybrid Virtual Classroom, one group follows the course on campus and simultaneously individuals follow the course remotely from their location (Butz, Stupnisky, Pekrun, Jensen, & Harsell, 2016;Hastie, Hung, Chen & Kinshuk, 2010). This method of teaching offers even more flexibility because it gives adult students, as well as students who are, for example, abroad or ill for a longer period of time, the opportunity to participate in the actual lesson and to interact at a distance with all the students and the teacher from a place of their own choice.…”

Achievement Emotions Questionnaire-Mathematics (AEQ-M) in adolescents: Factorial structure, measurement invariance and convergent validity with personality

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