Academic Emotions Research Articles

A cross-group comparison study of the effect of interaction on satisfaction in online learning: The parallel mediating role of academic emotions and self-regulated learning

Online education is gradually becoming an important way for teachers and students to teach and learn on a regular basis in the post-pandemic era. Student satisfaction is a key indicator to assess students’ online learning experience and is influenced by the interaction in online classes. However, studies exploring the similarities and differences in relationship between interaction and satisfaction across educational levels received less attention. Based on the cognitive-affective theory of learning with media (CATLM) framework, this study aimed to explore the mechanisms by which interaction in online education affects satisfaction by comparing differences in models across groups. This study investigated 454 high school and 461 college students who participated in online classes by questionnaire. Structural equation modeling revealed that enjoyment and boredom mediated the effect of learner-content interaction on satisfaction in both groups. Only in high school students did self-regulated learning mediate the effect of all types of interactions on satisfaction. In college students, enjoyment and boredom were found to mediate the effects of learner-learner interactions on satisfaction. This study provides empirical support for the dynamic mechanisms by which interaction affects satisfaction in an online learning context and also provides targeted suggestions for tailoring online instruction to student group characteristics based on cross-group comparative results.

Chinese students' filial piety beliefs and procrastination in mathematics learning: The mediating role of academic emotions.

This study examined the relations between Chinese students' filial piety beliefs and mathematics procrastination and the mediating role of academic emotions in the relations. Analysis of data on 1,476 primary school students in China with structural equation modeling revealed that students' reciprocal and authoritarian filial piety beliefs were positively related to academic enjoyment and anxiety, respectively. Students' procrastination in mathematics learning was positively related to anxiety and authoritarian filial piety beliefs and had negative associations with enjoyment and reciprocal filial piety beliefs. The bootstrap analysis results confirmed the mediating role of anxiety in the relation between authoritarian filial piety beliefs and procrastination. Reciprocal filial piety beliefs had negative indirect relationship with procrastination via enjoyment. The results were explained from a socio-cultural perspective. The theoretical contributions and practical implications are discussed.

How epistemic anxiety and curiosity link perceived value and intended efforts in the language classroom

AbstractLanguage learner anxiety—and emotions in general—has constantly attracted academic attention in the second language acquisition (SLA) field for almost 40 years (Plonsky et al., 2022). However, within the context of the foreign language classroom, epistemic emotions remain understudied, despite their demonstrated effects on performance (D'Mello et al., 2014) and learners’ cognitive processes (Muis et al., 2018a). Epistemic emotions are academic emotions that “relate to knowledge-generating qualities of cognitive tasks and activities” (Pekrun et al., 2017, p. 1268). Their object focus lies in the generation of knowledge (Vogl et al., 2019a) and therefore are prominent during learning activities in academic settings. Recent research in SLA shows that epistemic emotions play a considerable role in instructed language learning (Fraschini, 2023; Nakamura et al., 2022). This current study analyses how two common epistemic emotions—epistemic anxiety and curiosity—mediate the link between a learner's perceived value and intended effort. Empirical data was collected using a tailor-designed survey administered to learners of Korean as a foreign language enrolled in a hybrid university course. Results show that epistemic anxiety and curiosity are independent of each other and coexist during language learning tasks. Furthermore, both epistemic emotions significantly correlate to a learner's perceived value of language learning, with opposite effects. While learners with a higher perceived value tend to be more curious, they also appear less anxious. These results are further discussed considering teachers’ and learners’ characteristics and in relation to theoretical and pedagogical implications for the language classroom.

Student perceptions of the community of inquiry framework and satisfaction: Examining the role of academic emotion and self-regulation in a structural model

As many schools remain closed during the COVID-19 pandemic, various courses have to be migrated online. Previous studies have showed that students’ satisfaction of the courses could reflect the quality of online learning, which is determined by students’ perception of online courses. Although the community of inquiry (CoI) framework provided an effective tool for measuring students’ perception in online learning, the mechanisms between the CoI and satisfaction, especially the role of academic emotion and self-regulation, still need to be investigated in the online context. The present study aimed to (1) explore the relationships among three elements of the CoI framework; and (2) explore the relationships between the CoI and satisfaction, as well as the mediating role of academic emotion and self-regulation. The data was collected from 461 university students who were taking online courses in China. The results of Structural Equation Modeling showed that teaching presence significantly and positively predicted social presence and cognitive presence; both positive and negative academic emotions played the mediating roles between teaching presence, social presence and satisfaction; self-regulation played the mediating role between teaching presence, cognitive presence and satisfaction. The present study provided empirical evidence for the dynamics among the CoI framework as well as mechanisms between CoI and satisfaction in the online education environment.

The effect of teacher support on Chinese university students' sustainable online learning engagement and online academic persistence in the post-epidemic era.

Since entering the post-epidemic era of COVID-19 at the end of 2021, schools have mostly adopted a combined online and offline teaching mode to effectively respond to the normalized epidemic, which has changed the traditional learning mode of students. Based on the study demand-resources (SD-R) model theory, this study developed a research model and proposed six research hypotheses to explore the relationship between Chinese university students' perceived teacher support (PTS), online academic self-efficacy (OAS-E), online academic emotions (OAE), sustainable online learning engagement (SOLE), and online academic persistence (OAP) in the post-epidemic era. In this study, 593 Chinese university students were invited to respond to a questionnaire survey using the convenience sampling method. The results of the study showed that: PTS had a positive effect on OAS-E and OAE; OAS-E had a positive effect on OAE; OAS-E and OAE had a positive effect on the students' SOLE; and SOLE had a positive effect on their OAP. Based on the analysis, it is recommended that teachers provide more support and resources to further enhance students' academic self-efficacy and academic emotions, and thus ensure students' SOLE and OAP.

Gender Differences in Class-related Emotional Experiences: A Study of Mathematics Course

In education, students experience different emotions, which affect their academic performance, engagement, and achievement. In the classroom, these emotional experiences of students are called academic emotions (Lei & Cui, 2016). This paper holds two-fold aims: to inquire about class-related emotions; and to find gender differences in the emotional experiences of undergraduates of a math course. The theoretical framework was grounded in control value theory. The purpose of the study was achieved by adopting a positivist paradigm, and applying a quantitative research method. The achievement emotions questionnaire (2000) was adapted as a data collection tool for class-related emotions. The data were collected from 162 undergraduates. The descriptive analysis was run for comparing group means on SPSS v. 23. The findings reported more positive emotional experiences: pride and enjoyment, and less negative emotional experiences: anxiety, anger, hopelessness, shame, and boredom in learning math in students. Moreover, interesting differences were found in class-related emotions between males and females. Future researchers direct focus on assessing test-related, learning-related, and teacher-related emotions of students learning science courses, and uncover underlying factors of negative emotions and environmental inciters of emotions from an interpretivist's perspective.

A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context

Students are the products of educational system and every strategy taken in education may foster or hinder their learning progress. Efficient instruction is achieved when emotional and cognitive heath of the learners is warranted. Despite the critical roles of Academic Buoyancy (AB), L2 grit, Academic Emotion Regulation (AER), and Personal Best (PB), studies on their reciprocal relationships are still under shadow. Thus, this investigation suggested a model to depict the interplay among AB, L2 grit, AER, and PB. In so doing, The Academic Buoyancy Scale (ABS), The Language-domain-specific Grit Scale (L2-Grit S), The Academic Emotion Regulation Questionnaire (AERQ), and The Personal Best Scale (PBS) were distributed to 435 Iranian EFL university learners at BA level. The data screening based on Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) reflected that buoyant as well as gritter EFL learners are more aware of evaluating their academic emotional experiences as well as perusing their goals. More precisely, the mediator roles of AB and L2 grit on AER and PB were uncovered. The implications of this study, which advance psychology of language learning and teaching are thoroughly discussed.

Exploring Ethical Issues with Using Wearable Technology in K-12 Classrooms: A Review of the Literature

Smartwatches and other miniaturized wearable devices are continuously evolving and are being used to capture and analyze the body data of young students. The body data being captured includes physical location and body movement, heart rate, stress and arousal, as well as academic emotions. With this information teachers are incorporating student-generated body data into creative learning activities to make learning student-centred and more engaging. However, there are unique challenges for teachers. These challenges are premised on applying sound pedagogical practices when implementing wearables and being informed about ethical considerations when using the personal data generated from student bodies. Our systematic review combines the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach with a thematic narrative analysis to review 29 articles from 2003 to 2019. Our findings include three major thematic sections dealing with ethical issues when using wearable technologies in K-12 education. The ethical issues we discuss are awareness of unintended outcomes, ethics of data ownership, and the risk of statistical solutionist management of student bodies.

가상현실(VR) 콘텐츠를 활용한 지구과학 교과 수업에서의 학업 정서 변화와 구조적 토픽 모형(STM) 분석

Objectives The purpose of this study was to investigate the effect on learner’s academic emotion by using virtual reality (VR) content in the Earth science class, and to analyze their correlation by analyzing the structural topic model (STM) of the students' academic emotional response.
 Methods For this purpose, a class was conducted using virtual reality (VR) contents in the earth science subject for 54 science high school students. In order to measure changes in academic emotion, pre- and post- academic emotion tests were performed and For the structural topic model (STM) analysis of students' academic emotional responses, students' responses were freely expressed in text. The collected data were analyzed by paired t-test and text mining structural topic model (STM) analysis.
 Results As a result of the pre- and post- paired t-test on academic emotions, the application of virtual reality (VR) content to Earth science subjects had a statistically significant difference in academic emotions and Among academic emotions, there was a statistically significant difference in increasing positive emotions and decreasing negative emotions. In addition, as a result of structural topic model (STM) analysis of academic emotions, when positive emotions were increased, the probability of topic expression for “geological unit learning through VR panorama” was statistically significantly higher, When negative emotions were reduced, it was found that the probability of topic expression for “understanding through experience,” “learning of geological units through VR panorama”, and “learning of geological structures” was statistically significantly improved.
 Conclusions Based on these results, the application of virtual reality (VR) content to earth science subjects can improve positive emotions and reduce negative emotions among students' academic emotions. In addition, as shown in the structural topic model results, the improvement of topic expression probability for geological unit learning due to changes in academic sentiment suggests that it can be used as a teaching/learning method in earth science subject classes.

Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: A structural equation model

Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students’ academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results detected gender differences in SRL strategy use, with females outperforming males in using self-evaluation and persistence strategy types, together with grade level influences in anxiety level with seniors feeling less anxious than juniors and sophomores. Furthermore, SEM results suggested that enjoyment had positive relationships with SRL strategy use; anger and shame had negative relationships while anxiety had ambivalent relationships with SRL strategy use. Important implications are discussed.

Emotional Pathways to Engagement: Predicting Academic Engagement through Academic Emotions among High School Girls

Objective: This study aims to explore the predictive relationship between academic emotions and academic engagement among female high school students. Methods and Materials: Utilizing a quantitative research design, this study surveyed 240 female high school students in Estahban city, employing the Achievement Emotions Questionnaire (AEQ) to measure academic emotions and the Academic Engagement Scale (AES) for academic engagement. The sample was selected through stratified random sampling, and data were analyzed using multiple linear regression analysis in SPSS version 27 to assess the predictive power of academic emotions on engagement. Findings: The results indicate that academic emotions significantly predict academic engagement, accounting for 40% of the variance in engagement levels. Specifically, class-related emotions (B = 2.33, p < .05), learning-related emotions (B = 2.02, p < .05), and test-related emotions (B = 2.20, p < .05) were found to have a positive and significant impact on academic engagement. These findings highlight the nuanced role that different academic emotions play in shaping students' engagement with their studies. Conclusion: The study underscores the importance of academic emotions as key determinants of academic engagement among high school students. It suggests that positive academic emotions can enhance engagement, while negative emotions may serve as barriers. The findings advocate for the incorporation of emotional support and management strategies within educational practices to foster an environment conducive to student engagement.

Comparing the Effectiveness of a Parenting Package Based on Responsiveness to Mothers' Parenting Needs with Organizational Skills Training on Academic Emotion, Task Avoidance Behavior, and Organizational Skills in Children Aged 8-12 with Slow Cognitive Te

This study aimed to compare the effectiveness of a parenting package based on responsiveness to mothers' parenting needs with organizational skills training on academic emotion, task avoidance behavior, and organizational skills in children aged 8-12 with slow cognitive tempo. The statistical population included all mothers of children aged 8-12 with slow cognitive tempo during the 2023-2024 academic year in the city of Isfahan. A sample size of 45 mothers of children with slow cognitive tempo was selected based on the Slow Cognitive Tempo Questionnaire - Parent Form and entry criteria through purposive sampling and randomly assigned to two experimental groups and one control group (each group consisting of 15 members). The experimental groups received training on the parenting package based on mothers' needs and organizational skills training, each comprising 12 sessions of 60 minutes, while the control group received no training. After the training sessions concluded, post-tests were administered to all groups. Data collection was conducted using tools such as the Slow Cognitive Tempo Questionnaire - Parent Form, the Child Organization Skills Scale - Parent Form, the Pekrun et al. (2011) Academic Emotion Questionnaire, and the Conners' Parent Rating Scale (1998). Data were analyzed using descriptive statistics, including mean and standard deviation, and inferential analysis using repeated measures ANOVA. The results indicated that the parenting package based on mothers' needs had a significantly greater effect on academic emotion, task avoidance behavior, and organizational skills compared to organizational skills training, and both interventions had a significant impact compared to the control group (p < 0.01). According to the results, training based on responsiveness to mothers' needs can help mothers understand their children's needs and issues, consequently addressing their problems, including task avoidance behavior and negative academic emotions, and improving their organizational skills.

Toward becoming a “math-person”: Relationship between achievement emotions, personal beliefs, and mathematics identity

The current study explored the relationship between mathematics beliefs (MB) (perceived competence, intrinsic value, extrinsic value and cost), academic emotions (AE) (anxiety, boredom and enjoyment), mathematics identity (MI) and mathematics achievement (MA) among eight-, nine- and ten-year-old students. The model specified in path analysis proposed that MI is associated with MB and AE. Furthermore, according to this model, MI is associated with MA and perceived competence. Results show that the model fits the data, supporting the assumed relationship between the variables and thus possibly confirming MI has a strong influence on MB. However, the relationship between MB and AE was more ambiguous. Enjoyment was the only emotion linked to mathematics identity. Finally, MA was affected by perceived competence but not by mathematics identity. The findings confirm a robust circuit of associations between intrinsic value, enjoyment and MI, signalling the importance of tracking the development of student?s interest and MI. The lack of association between MI and MA, points to the need for an educational system that prioritises mastery-oriented goals instead of achievement-oriented ones.

Student emotions and online class engagement in the time of pandemic

In response to COVID-19 pandemic, universities around the world have been forced to shift to online study. The abrupt shift towards online learning compounded by social isolation and reduced interactions with teachers and peers may have taken a toll on students' emotions affecting their engagement. This study examined how positive and negative emotions influence online student engagement (OSE) in the time of pandemic. Quantitative research was conducted using an online survey that was administered to undergraduate students at a private university in East Malaysia, of which 207 have responded. The findings revealed that enjoyment and frustration influenced significantly and positively online student engagement. Conversely, anxiety and boredom are negatively related to online student engagement. This study improves understanding of students' academic emotions and their online engagement. It helps higher education administrators and policymakers to explore the influential effects of students' emotions on facilitating students' online engagement.

校园氛围感知与公共英语学业情绪的关系

校园氛围感知与公共英语学业情绪的关系

Agent-Based Personalized Assessment Tasks Recommendation Considering Objective and Subjective Factors

In traditional education, there is not much difference between assessment tasks designed for learners. However, learners’ learning performance may vary due to a number of factors, e.g., learning ability, academic emotion, and learners’ and teachers’ academic expectations. Considering those factors, accurately recommending personalized assessment tasks for each learner is challenging. To overcome the limitations in the current work, this paper proposed an autonomous-agent-based approach to recommend personalized assessment tasks considering multiple factors. Contributions of the proposed approach contain three aspects: (1) Considering objective factors, the proposed approach dynamically adjusts the assessment tasks recommended for students. (2) Considering subjective factors, the proposed approach can dynamically predict learners’ learning performances by applying autonomous agent-based negotiation. (3) The proposed recommendation algorithm can handle the problems of cold start in the research of typical recommendation algorithms. A set of experiments evaluates the effectiveness of the proposed approach in this paper, and the experimental results show that the proposed approach can accurately and adaptively generate personalized assessment tasks considering objective and subjective factors.

An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions

An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions

The effectiveness of mindfulness training on academic adjustment, academic anxiety and academic hope of students

Background and Aim: One of the most common problems that coaches and teachers face in schools and educational environments in relation to students is the issue of adaptation and how to adapt students. Middle school period is the transition period to university level and adaptation in this period plays an essential role in the activities and academic progress of students. Therefore, the main goal of the current research was to increase the level of academic adaptation and academic hope and reduce students' academic anxiety by using mindfulness training. Methods : The current research was a semi-experimental design with a pre-test-post-test and a control group. The statistical population of this research included all female students of Bushehr city in the academic year of 2022-2023. In order to select the sample in the first stage, after obtaining the necessary permission from Bushehr Education and choosing a high school, with the available sampling method, 50 students were selected from among the applicants to participate in the training sessions, and from this number, according to the criteria entering and exiting the research as well as other reasons (such as the opinion of administrators, teachers, and counselors regarding the student's academic incompatibility and emphasis on the presence of these students in the meetings, non-cooperation of the participants) out of this number, 40 people remained who were randomly divided into two groups experimental and control groups were placed. The experimental and control groups responded to the research tool questionnaires in three stages: pre-test, post-test and follow-up. The experimental group received 8 45-minute sessions of training. Follow-up answered Sinha and Singh's AISS (1993) academic adjustment questionnaire and Pekrun et al.'s AEQ (2002) academic emotions questionnaire Results: The results of multivariate covariance analysis showed that mindfulness training has a significant effect on increasing academic adaptation and educational hope and reducing students' academic anxiety. Conclusion: It is concluded that having mindfulness in educational situations causes positive changes in education and educational environments at an optimal level. In relation to these results, it can be said that the training program has been effective because in this program, the participants' awareness and attention without judgment were improved and they faced challenges with self-acceptance and reduced reactivity. By considering this model, school counselors can affect the academic adaptation and educational hope and reduce the academic anxiety of students.

A study on the influence of academic emotion on the effectiveness of online foreign language learning

A study on the influence of academic emotion on the effectiveness of online foreign language learning

The Mediating Effect of Academic Emotions on Perceived Social Support and Self-Regulated Learning Strategies of Science Students

The Mediating Effect of Academic Emotions on Perceived Social Support and Self-Regulated Learning Strategies of Science Students