Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

Abstract

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.

Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic

“…The cognitive engagement consisted of five items like enhancement of learner’s motivation and encouragement towards managing self-learning materials [ 54 ], develop or transform students as self-directed learners [ 8 , 55 ] (Wu et al, 2021), and collaborate with peers in assignments during the online learning [ 56 ]. A hypothesized Model 3 was use to examine the effects of behavioral, social, and emotional engagement on cognitive engagement.…”

“…The participatory behavior of students in co-curricular activities can influence behavioral engagement [ 54 ]. Cognitive engagement is related to an internal psychological process [ 55 ], which also refers to a strategic learning approach that promotes self-regulated deep learning strategies [ 8 , 56 ], with higher-order thinking skills [ 3 ], with frequent and interactive engagement [ 57 ].…”

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

“…High school students, who have experienced joy, hope, pride, and relief, were more satisfied with online learning than those feeling frustrated, anxious, and bored (Golding and Jackson, 2021). Experiencing more enjoyment as well as less anxiety and boredom in online learning, Chinese pre-service teachers reported a higher level of satisfaction in online learning (Wu et al, 2021b). Also, college students, who felt happiness and pride in online learning, were much more satisfied with online learning (Zhu et al, 2022).…”

“…Learners experienced positive achievement emotions (e.g., joy and relief) when gaining a great deal of the flexibility of online learning (Zembylas et al, 2008). Learners with positive achievement emotions possibly had more online learning satisfaction (Wu et al, 2021b). In contrast, many learners were less likely to attend online classes when feeling boring and disengaged due to the lack of interactive activities and emotional support in online learning .…”

“…Evidence has suggested that achievement emotions could exert an important influence on learners' problem-solving ability (Lee and Chei, 2020), learning persistence (Tang et al, 2021), engagement (Luo and Luo, 2022), motivation (Feraco et al, 2022), satisfaction (Wu et al, 2021b), and achievement (Putwain et al, 2022).…”