The impact of Online and Offline Learning motivation on learning performance: the mediating role of positive academic emotion

Zhu, Yixuan; Xu, Shang‐Zhong; Wang, Wenguang; Zhang, Li; Liu, Di; Liu, Ziling; Xu, Yingying

doi:10.1007/s10639-022-10961-5

Cited by 33 publications

(22 citation statements)

References 24 publications

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“…Experiencing enjoyment in a virtual learning environment, international business students achieved better performance (Noteborn et al, 2012). Chinese college students also improved their learning performance in online learning environments when experiencing positive emotions of joy, hope, relaxation, and pride, similar to those in traditional classrooms (Zhu et al, 2022). Consistent with this finding, Parker et al (2021) reported that high control-enjoyment students perceived themselves as successful and outperformed those with low control-boredom in a two-semester online course.…”

Section: Rq : Could Achievement Emotions Influence Online Learning Pe...mentioning

confidence: 78%

“…Performance is one of the most significant factors influencing online educational quality and success (Zhu et al, 2022). Performance could be generally described as individuals' learning attitudes and behaviors (Lu and Lin, 2016).…”

Section: Performancementioning

confidence: 99%

“…Experiencing more enjoyment as well as less anxiety and boredom in online learning, Chinese pre-service teachers reported a higher level of satisfaction in online learning (Wu et al, 2021b). Also, college students, who felt happiness and pride in online learning, were much more satisfied with online learning (Zhu et al, 2022). By contrast, negative achievement emotions, such as sadness, frustration, and anxiety, have led undergraduate nursing students to feel dissatisfied with online courses (Santo et al, 2022).…”

Section: Rq : Could Achievement Emotions Influence Online Learning Sa...mentioning

confidence: 99%

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Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Yu²

2022

Front. Psychol.

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Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

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Section: Rq : Could Achievement Emotions Influence Online Learning Pe...mentioning

confidence: 78%

Section: Performancementioning

confidence: 99%

Section: Rq : Could Achievement Emotions Influence Online Learning Sa...mentioning

confidence: 99%

See 1 more Smart Citation

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Yu²

2022

Front. Psychol.

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“…Prior researchers have explored partial relations among online learners' readiness, emotion state, academic expectation, and learning outcome (e.g., Hung et al, 2010;Martin et al, 2020;Wang et al, 2022;Zhu et al, 2022). The present study took a further step by putting together a theory-driven hypothesized model that incorporated several important aspects of online learning, including online learning readiness, different emotional states during online learning, learning expectations, and the expected learning outcome.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, online learning readiness consists not only of the more traditional aspects of learning readiness but also additional aspects such as the learning environment. Even though the relations between online learning readiness and related learning aspects such as emotional status and academic outcome have been examined previously, no study to date has looked at all these different aspects simultaneously (Hung et al, 2010;Martin et al, 2020;Wang et al, 2022;Zhu et al, 2022). To fill this gap, in the current study, we first examined potential underlying subgroups of learners based on their profile of online learning readiness, followed by a mediation model addressing how online readiness predicted the expected grade through both emotional states and academic expectation.…”

mentioning

confidence: 99%

How Online Learning Readiness Can Predict Online Learning Emotional States and Expected Academic Outcomes: Testing a Theoretically Based Mediation Model

Chien

Yeh²,

Kwok³

2022

OLJ

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During the pandemic, online courses became the major delivery format for most institutions of higher learning across the United States and around the world. However, many students experienced emotional distress as a result and have struggled to adapt to remote learning. To explore how emotional distress relates to other aspects of online learning, including online learning readiness and academic outcome, we asked a sample of 80 college students to participate in an online survey in the fall semester of 2020. Two distinct online learning readiness patterns were found using k-means cluster analysis. Online learning-ready learners showed statistically significant differences from the not-ready online learners on anxiety, boredom, and satisfaction. Moreover, a three-path mediation model based on a theoretical relationship between online learning readiness, emotional state, and expectation of learning outcome was tested using structural equation modeling (SEM). Results showed that readiness positively predicted satisfaction; furthermore, only satisfaction predicted learning expectation and expected grade. The implications of these findings and limitations of the study are discussed.

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Effects of external scripts incorporating capabilities, roles and tasks on IVE’s collaborative learning

Zheng

Wang²,

Deng³

et al. 2023

Educ Inf Technol

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The impact of Online and Offline Learning motivation on learning performance: the mediating role of positive academic emotion

Cited by 33 publications

References 24 publications

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

How Online Learning Readiness Can Predict Online Learning Emotional States and Expected Academic Outcomes: Testing a Theoretically Based Mediation Model

Effects of external scripts incorporating capabilities, roles and tasks on IVE’s collaborative learning

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