Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.

IntroductionThe instructional video is considered to be one of the most distinct and effective virtual learning tools. However, one of its biggest drawbacks is the lack of social interaction that occurs. This study tested the impact of participants sending zero danmaku (sending messages on the screen), three danmaku sending, and unlimited danmaku as an instructional video plays on learning performance.MethodsWe assessed learners’ retention and transfer scores, as well as self-report scores for cognitive load and parasocial interaction. This study sample comprised 104 participants who were randomly assigned to learn from one of three instructional videos on the topic of the heart.ResultsThe results showed that sending danmaku improved learners’ parasocial interaction, while significantly increasing their cognitive load and also hindering learning performance. The observed increase in cognitive load reported by learners was also caused by increased levels of parasocial interaction.DiscussionOur findings suggest that by sending danmaku, learners can promote interactive learning, but that this has a negative impact on learning performance and the process of video learning.

IntroductionTeacher support is an important external factor that influences students academic self-efficacy, however, the mechanisms of the two factors are not yet fully explored. The purpose of this study was to investigate whether achievement goals and academic emotions could play a chain mediating role between perceived teacher support and academic self-efficacy.MethodsThe study sample was made up of 1,074 Chinese junior high school students, and three structural equation models were constructed using data collected from on questionnaires.ResultsThe findings suggest that achievement goals and academic emotions can mediate the relationship between perceived teacher support and academic selfefficacy. Further analysis revealed that achievement goals and academic emotions may play a chain mediating role between perceived teacher support and academic selfefficacy.DiscussionThese findings provide reference points for further refinement of the mechanism of the role of perceived teacher support on academic self-efficacy. They also serve to remind the teacher on the front line to focus on how to provide adequate teacher support to students in the context of online education, especially with regard to students academic emotions.