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How achievement emotions impact students' decisions for online learning, and what precedes those emotions

Tempelaar, DT, Niculescu, A, Gijselaers, WH, Giesbers, B and Rienties, B (2012) How achievement emotions impact students' decisions for online learning, and what precedes those emotions Internet and Higher Education, 15 (3). pp. 161-169.

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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.

Item Type: Article
Authors :
AuthorsEmailORCID
Tempelaar, DTUNSPECIFIEDUNSPECIFIED
Niculescu, AUNSPECIFIEDUNSPECIFIED
Gijselaers, WHUNSPECIFIEDUNSPECIFIED
Giesbers, BUNSPECIFIEDUNSPECIFIED
Rienties, BUNSPECIFIEDUNSPECIFIED
Date : June 2012
Identification Number : https://doi.org/10.1016/j.iheduc.2011.10.003
Depositing User : Symplectic Elements
Date Deposited : 28 Mar 2017 14:14
Last Modified : 28 Mar 2017 14:14
URI: http://epubs.surrey.ac.uk/id/eprint/745585

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