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The role of emotion in the learning process: Comparisons between online and face-to-face learning settings

机译：情感在学习过程中的作用：在线学习和面对面学习设置之间的比较

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As the presence of online and hybrid coursework at institutions of higher education has increased, so too has interest among educators and scholars in understanding personal and contextual factors that predict success in different types of learning environments. The purpose of the present study was to examine the relations among temporally-ordered variables, including beginning-semester self-efficacy, utility value, and relevance of instruction, mid-semester emotions (hope, frustration, and anxiety), and end-of-semester learning strategies in a sample of 291 graduate students (N = 219 for the traditional education group and N = 72 for the distance education group) enrolled in an introductory research methods course. Multigroup path analyses were performed to test the equality of path coefficients among the two groups. Results demonstrate that the groups differed with respect to several paths, including the paths from: extrinsic utility value to anxiety and to hope; relevance to hope; and frustration and anxiety to learning strategies. Implications for research, theory, and practice are discussed.
机译：随着高等教育机构中在线课程和混合课程的增加，教育者和学者对了解个人和情境因素的兴趣也日益浓厚，这些因素可以预测在不同类型学习环境中的成功。本研究的目的是研究时间顺序变量之间的关系，包括学期初的自我效能，效用价值和教学的相关性，学期中期的情绪（希望，沮丧和焦虑）和学习结束一项介绍性研究方法课程的291名研究生（传统教育组为N = 219，远程教育组为N = 72）的样本中的半学期学习策略。进行多组路径分析以检验两组之间路径系数的相等性。结果表明，这些群体在几个途径上有所不同，包括从以下途径：外在效用价值，焦虑和希望；与希望有关；以及对学习策略的沮丧和焦虑。讨论了对研究，理论和实践的影响。

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