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

Tempelaar, Dirk T.; Niculescu, Alexandra; Rienties, Bart; Gijselaers, Wim H. and Giesbers, Bas (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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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: Journal Item
Copyright Holders: 2011 Elsevier Inc
ISSN: 1096-7516
Extra Information: Volume 15, Issue 3 Emotions in online learning environments, edited by Anthony Artino
Keywords: achievement emotions; online learning; blended learning; implicit theories of intelligence
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 39504
Depositing User: Bart Rienties
Date Deposited: 12 Feb 2014 09:26
Last Modified: 07 Dec 2018 10:21
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