A serial mediation model of the relationship between suppression emotion-regulation tendency and outcomes of MOOC learning by Chinese university students: The role of cognitive appraisals, boredom, and behavioral avoidance

Abstract

Suppression emotion-regulation tendency was integrated with control-value theory variables (control appraisal, value appraisal, boredom) and behavioral avoidance and MOOC learning outcomes to comprehensively explore the mechanisms by which suppression affected MOOC learning. A total of 191 Chinese university students participated in this study. They completed a pre-test prior to learning a MOOC, and a questionnaire and a post-test at the end of 15-week MOOC. Results of mediation analysis showed that suppression was indirectly rather than directly related to the outcomes of MOOC learning through different patterns of mediation. The pathways found to be significant were through control appraisal, through boredom, and through any two or all of control, boredom, and behavioral avoidance in serial combinations. Value appraisal was found to negatively moderate the relationship between perceived control and boredom. Based on these results, we adduce practical implications for how to reduce learners’ tendency to use suppression in MOOCs, increase their perceived control and value of MOOC learning, and attenuate the boredom they may experience. This study is intended to contribute to expanding our understanding of MOOC learning as an integrated construct under the interplay of emotional, cognitive and behavioral aspects of learners.