Cognitive appraisals mediate relationships between two basic psychological needs and emotions in a massive open online course

Learning persistence is a critical element for successful online learning. The evidence provided by psychologists and educators has shown that students’ interaction (student-student (SS) interaction, student-instructor (SI) interaction, and student-content (SC) interaction) significantly affects their learning persistence, which is also related to their academic emotions. However, few studies explore the relations among students’ interaction, academic emotions and learning persistence in online learning environments. Furthermore, no research has focused on multi-dimensional students’ interaction and specific academic emotions. Based on person-environment interaction model and transactional distance theory, this study investigates the relationship between students’ interaction and learning persistence from the perspective of moderation and mediation of academic emotions including enjoyment, boredom, and anxiety. Data were collected from 339 students who had online learning experience in China. AMOS 22.0 (IBM, Armonk, NY, USA) and SPSS 22.0 (IBM, Armonk, NY, USA) were employed to analyze the mediating and moderating effects of academic emotions, respectively. The results revealed that students’ interaction and academic emotions directly related to learning persistence. Specifically, enjoyment, anxiety and boredom had significant mediating and moderating effects on the relationship between students’ interaction and learning persistence. Based on these findings, we further discussed the theoretical and practical implications on how to facilitate students’ learning persistence in online learning environments.

Section: Practical Implicationsmentioning

confidence: 99%

Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

Huang

Han

et al. 2020

“…Despite conceptual relations between autonomy support and subjective determinants of emotions, the association of autonomy support by the teacher and students’ appraisals of control and value has not been empirically examined in the context of school PE [ 52 ]. However, the effects of autonomy support on constructs of control and value have been examined in other educational settings [ 53 , 54 , 55 ]. Findings indicated that autonomy-supportive teaching enhances students’ ratings of self-efficacy and intrinsic value.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory

Zimmermann

Tilga

Bachner

et al. 2021

Analyzing students’ emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students’ leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students’ leisure-time PA via their appraisals of control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.4, SD = 1.48) stemming from schools with the lowest educational level among secondary schools in Germany. The results indicated that in particular cognitive autonomy support positively predicted students’ self-efficacy and intrinsic value. Whereas appraisals of self-efficacy were negatively related to the experience of anxiety, intrinsic value was a major positive predictor of enjoyment. Enjoyment, in turn, was of substantial relevance for leisure-time PA. The findings offer a meaningful contribution in understanding students’ emotional experiences and remind PE teachers of their opportunity to adopt an autonomy-supportive teaching style to positively influence the emotions of their students.

“…Subjective values refer to the individual significance of achievement-related activities and outcomes (e.g., intrinsic value, which refers to the students’ beliefs about the learning activity itself). The effects of perceived teachers’ autonomy support on students’ self-efficacy and intrinsic value have been empirically assessed in different educational settings [ 61 , 62 , 63 , 64 , 65 ]. The findings indicated that autonomy-supportive teaching increases self-efficacy and intrinsic value.…”

Section: Methodsmentioning

confidence: 99%

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

Zimmermann

Tilga

Bachner

et al. 2020

Teachers’ autonomy support (AS) in physical education (PE) has positive effects on students’ affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students’ autonomy in a holistic way.