Profiles of vocational college students? achievement emotions in online learning environments: Antecedents and outcomes

被引：15
作者：
Cheng, Shonn [1 ]
Huang, Jui-Chieh [2 ]
Hebert, Waneta [3 ]
机构：
[1] Sam Houston State Univ, Dept Lib Sci & Technol, 1908 Bobby K Marks Dr TEC 138, Huntsville, TX 77341 USA
[2] Natl Taipei Univ Business, Dept Business Adm, 321 Sec 1,Jinan Rd, Taipei 100, Taiwan
[3] Univ Houston, Dept Curriculum & Instruct, Houston, TX 77004 USA
来源：
COMPUTERS IN HUMAN BEHAVIOR | 2023年 / 138卷
关键词：
Online Learning; Achievement emotions; Expectancies; Self-regulated learning; Environmental barriers; SELF-EFFICACY; ACADEMIC EMOTIONS; PERSONALITY; PERFORMANCE; MOTIVATION; CONSCIENTIOUSNESS; PROCRASTINATION; SATISFACTION; VALIDATION; APPRAISALS;
D O I：
10.1016/j.chb.2022.107452
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
The goal of this study was to identify achievement emotion profiles and environmental barriers vocational college students encountered in online learning environments. The individual antecedents and outcomes of achievement emotion profiles were also examined. Latent profile analysis revealed three distinct profiles: Blends of Negative Emotions, Nonemotional, and Pure Positive Emotion. Multinomial logistic regression showed thatexpectancies for online learning significantly predicted the increased likelihood of membership into the profile characterized by Pure Positive Emotion. The Pure Positive Emotion profile was associated with better time management and motivational regulation and lower academic procrastination. Text mining analysis of qualitative data showed that the major environmental barriers students in the Blends of Negative Emotions and Nonemotional profiles faced were related to instructor immediacy, peer interaction, help-seeking, and technical difficulties.
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页数：17
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