ERIC Number: EJ969232
Record Type: Journal
Publication Date: 2012-Jun
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1096-7516
EISSN: N/A
Exploring the Complex Relations between Achievement Emotions and Self-Regulated Learning Behaviors in Online Learning
Artino, Anthony R., Jr.; Jones, Kenneth D., II
Internet and Higher Education, v15 n3 p170-175 Jun 2012
Online learning continues to grow, but there is limited empirical research on the personal factors that influence success in online contexts. This investigation addresses this research gap by exploring the relations between several discrete achievement-related emotions (boredom, frustration, and enjoyment) and self-regulated learning behaviors (elaboration and metacognition) in an online course. Results from a survey of 302 undergraduates participating in an online course indicated that enjoyment, a positive activating emotion, was a positive predictor of elaboration and metacognition. Moreover, consistent with previous findings from a similar sample, frustration, a negative activating emotion, emerged as a positive predictor of metacognition. Implications for the theory, research, and practice of online learning are discussed, as are theoretical implications for understanding students' achievement emotions and self-regulated learning behaviors. (Contains 2 tables.)
Descriptors: Electronic Learning, Online Courses, Student Motivation, Metacognition, Negative Attitudes, Self Management, Achievement, Web Based Instruction, Psychological Patterns, Emotional Response, College Instruction, College Students, Student Attitudes, Predictor Variables, Student Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A