Exploring the impact of positive reappraisal on self-regulated learning in MOOCs: The mediating roles of control and value appraisals and positive emotion

Abstract

Effective emotion regulation is important for learning. However, few studies have examined the role of strategies with typical adaptive regulatory potential (e.g., positive reappraisal) in MOOC learning. Drawing on the models aimed at integrating learners’ cognitive and emotional activities, this study investigated the relationship between positive reappraisal and self-regulated learning in MOOCs, with control/value appraisal and positive emotion as potential single and serial mediators. This investigation employed partial least squares structural equation modeling on survey data, supplemented by in-depth interviews. A total of 834 learners from four MOOCs completed a questionnaire indicating the level or extent of their positive reappraisal, control and value appraisals, positive emotion (enjoyment, hope), and self-regulated learning strategies used. Fifteen of those surveyed participated in individual interviews. The results showed that positive reappraisal was indirectly and positively related to self-regulated learning through control/value appraisal, through positive emotion, and sequentially through control/value appraisal and positive emotion. The interview data provided further insight into the mediating mechanisms identified from the survey results. Practical implications for MOOC designers and instructors are presented. This study contributes to the extant MOOC literature by demonstrating the potential of adaptive emotion regulation strategies in facilitating self-regulated learning in MOOCs.