Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

Changcheng Wu,Bin Jing,Xue Gong,Ya Mou,Junyi Li

doi:10.3389/fpsyg.2021.717683

Changcheng Wu, Bin Jing + Show 3 more

Open Access

https://doi.org/10.3389/fpsyg.2021.717683

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Abstract

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

Highlights

During the first half of 2020, the world faced the unprecedented COVID-19 pandemic
Other studies have shown that the quality of online teaching during the crisis is not high, indicating that this type of learning can Learning Strategies and Academic Emotions only be used as a special temporary measure, and face-to-face learning should be returned as soon as possible after the crisis (Hodges et al, 2020)
Behavioral engagement and social interaction had been proved to be lacking in online learning (Muilenburg and Berge, 2005; Guo et al, 2019) and to promote learning satisfaction (Gray and DiLoreto, 2016; Nagy, 2018)

Summary

Introduction

During the first half of 2020, the world faced the unprecedented COVID-19 pandemic. This crisis has presented new challenges and opportunities to the global educational system, and these features forced teachers and students to quickly migrate their courses online to prevent the spread of the virus that causes COVID-19 (Hodges et al, 2020). Other studies have shown that the quality of online teaching during the crisis is not high, indicating that this type of learning can Learning Strategies and Academic Emotions only be used as a special temporary measure, and face-to-face learning should be returned as soon as possible after the crisis (Hodges et al, 2020). This paradigm is being promoted because during the crisis, most teachers and students are forced to switch to online learning. Only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction

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