TY - JOUR
T1 - Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic
T2 - A multi-country survey
AU - Raccanello, Daniela
AU - Balbontín-Alvarado, Roxana
AU - Bezerra, Denilson da Silva
AU - Burro, Roberto
AU - Cheraghi, Maria
AU - Dobrowolska, Beata
AU - Fagbamigbe, Adeniyi Francis
AU - Faris, Moez Al Islam Ezzat
AU - França, Thais
AU - González-Fernández, Belinka
AU - Hall, Rob
AU - Inasius, Fany
AU - Kar, Sujita Kumar
AU - Keržič, Damijana
AU - Lazányi, Kornélia
AU - Lazăr, Florin
AU - Machin-Mastromatteo, Juan D.
AU - Marôco, João
AU - Marques, Bertil P.
AU - Mejía-Rodríguez, Oliva
AU - Méndez Prado, Silvia Mariela
AU - Mishra, Alpana
AU - Mollica, Cristina
AU - Navarro Jiménez, Silvana G.
AU - Obadić, Alka
AU - Mamun-ur-Rashid, Md
AU - Ravšelj, Dejan
AU - Tatalović Vorkapić, Sanja
AU - Tomaževič, Nina
AU - Uleanya, Chinaza
AU - Umek, Lan
AU - Vicentini, Giada
AU - Yorulmaz, Özlem
AU - Zamfir, Ana Maria
AU - Aristovnik, Aleksander
N1 - Publisher Copyright:
© 2022 The Authors
PY - 2022/8
Y1 - 2022/8
N2 - The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.
AB - The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.
KW - Achievement emotions
KW - COVID-19
KW - E-learning
KW - Higher education students
KW - Self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85130239448&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2022.101629
DO - 10.1016/j.learninstruc.2022.101629
M3 - Article
AN - SCOPUS:85130239448
SN - 0959-4752
VL - 80
JO - Learning and Instruction
JF - Learning and Instruction
M1 - 101629
ER -
