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The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning

机译：学术情感在网络学习中感知的学习控制与自我调节学习之间的关系中的作用

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摘要

Self-regulated learning is recognized as a critical factor for successful online learning, and students' perceived academic control and academic emotions are important antecedents of self-regulated learning. Because emotions and cognition are interrelated, investigating the joint relationship between perceived academic control and academic emotions on self-regulated learning would be valuable to understanding the process of self-regulated learning. Therefore, this study examined the role of academic emotions (enjoyment, anxiety, and boredom) in the relationship between perceived academic control and self-regulated learning in online learning. The path model was proposed to test the mediating and moderating effects of academic emotions. Data were collected from 426 Korean college students registered in online courses, and a path analysis was conducted. The results demonstrated that enjoyment mediated the relationship between perceived academic control and self-regulated learning, but the moderating effect of enjoyment was not significant. Boredom and anxiety did not have significant mediating effects on self-regulated learning, whereas they showed significant moderating effects in the relationship between perceived academic control and self-regulated learning. The role of academic emotions in learning and their implications for facilitating students' self-regulated learning in online learning were discussed based on the findings.
机译：自我调节学习被认为是成功在线学习的关键因素，而学生的自觉学习控制和学术情感是自我调节学习的重要前提。因为情绪和认知是相互关联的，所以研究自我控制学习的知觉控制和学术情绪之间的联合关系对于理解自我学习的过程将是有价值的。因此，本研究考察了在线学习中的学术情感（愉悦，焦虑和无聊）在感知的学术控制与自我调节学习之间的关系中的作用。提出了路径模型，以测试学术情绪的中介和调节作用。收集了来自426名在网络课程中注册的韩国大学生的数据，并进行了路径分析。结果表明，享乐介导了知觉的学习控制与自我调节学习之间的关系，但享乐的调节作用并不显着。乏味和焦虑对自我调节学习没有显着的中介作用，而在感知的学术控制与自我调节学习之间的关系中却表现出显着的调节作用。基于发现，讨论了学术情绪在学习中的作用及其对促进学生的在线学习的影响。

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