Higher education students’ achievement emotions and their antecedents in E-learning amid COVID-19 pandemic

ǂa ǂmulti-country survey

Damijana Keržič (Author), Dejan Ravšelj (Author), Nina Tomaževič (Author), Lan Umek (Author), Aleksander Aristovnik (Author)

Abstract

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e- learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.

Keywords

COVID-19;achievement emotions;higher education students;e-learning;self-efficacy;

Data

Language:	English
Year of publishing:	2022
Typology:	1.01 - Original Scientific Article
Organization:	UL FU - Faculty of Administration
UDC:	35:378-057.875:37.018.43:004:616-036.22
COBISS:	108402435
ISSN:	0959-4752
Views:	81
Downloads:	59
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary keywords:	Covid-19;čustva;dosežki;visokošolski študij;univerzitetni študij;študentje;e-učenje;samoučinkovitost;
Type (COBISS):	Article
Pages:	str. 1-10
Issue:	ǂVol. ǂ80
Chronology:	2022
DOI:	10.1016/j.learninstruc.2022.101629
ID:	15702025