How Achievement Emotions Impact Students' Decisions for Online Learning, and What Precedes Those Emotions

Autor/inn/en	Tempelaar, Dirk T.; Niculescu, Alexandra; Rienties, Bart; Gijselaers, Wim H.; Giesbers, Bas
Titel	How Achievement Emotions Impact Students' Decisions for Online Learning, and What Precedes Those Emotions
Quelle	In: Internet and Higher Education, 15 (2012) 3, S.161-169 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2011.10.003
Schlagwörter	Electronic Learning; Online Courses; Goal Orientation; Student Attitudes; Path Analysis; Decision Making; Mathematics Instruction; Statistics; College Freshmen; Web Based Instruction; Psychological Patterns; Affective Behavior; Emotional Response; Educational Theories; Behavior Theories; Models; Conventional Instruction; College Instruction; Learning Processes; Predictor Variables; Correlation; Achievement Need; Intelligence; Blended Learning + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Zielorientierung; Zielvorstellung; Schülerverhalten; Pfadanalyse; Decision-making; Entscheidungsfindung; Mathematics lessons; Mathematikunterricht; Statistik; Studienanfänger; Web Based Training; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Hochschullehre; Learning process; Lernprozess; Prädiktor; Korrelation; Intelligenz; Klugheit
Abstract	This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual differences in achievement emotions (enjoyment, anxiety, boredom, hopelessness) had on students' learning choices, in terms of the intensity of using the online learning mode versus the face-to-face mode. Unlike the general level of learning activities, which is only minimally influenced by achievement emotions, these emotions appear to have a moderately strong effect on a student's preference for online learning. Following this, we explored the antecedents of achievement emotions. Through the use of path-modeling, we conclude that while goal setting behavior only marginally impacts achievement emotions, effort views--a crucial component of the social-cognitive model of implicit theories of intelligence--have a substantial impact on achievement emotions. (Contains 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10