The Effects of Achievement Emotions and Cognitive Appraisals on Self-Regulated Learning behaviors in Online Learning
DOI:
https://doi.org/10.54097/ehss.v8i.4508Keywords:
self-efficacy; task-value; emotion; self-regulated learning; online learning.Abstract
The impact of achievement emotions and cognitive appraisals on students' learning behavior in the online environment has received less attention in this area. This study intends to examine the relationships between several distinct emotions related to achievement situations (boredom, anxiety, and frustration) and the strategies of self-regulated learning (elaboration and metacognition) during online courses. 109 university students in China who had experienced an online course were investigated, and the results revealed that elaboration and metacognition were negatively predicted by the negative deactivating emotion of boredom. Moreover, anxiety positively predicted the metacognition significantly. Surprisingly, frustration was found to be have a negative effect on metacognition which is not consistent with the control-value theory.
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