Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey

Daniela Raccanello; Roxana Balbontín-Alvarado; Denilson da Silva Bezerra; Roberto Burro; Maria Cheraghi; Beata Dobrowolska; Adeniyi Francis Fagbamigbe; Moez Al Islam Ezzat Faris; Thais França; Belinka González-Fernández; Rob Hall; Fany Inasius; Sujita Kumar Kar; Damijana Keržič; Kornélia Lazányi; Florin Lazăr; Juan D. Machin-Mastromatteo; João Marôco; Bertil P. Marques; Oliva Mejía-Rodríguez; Silvia Mariela Méndez Prado; Alpana Mishra; Cristina Mollica; Silvana G. Navarro Jiménez; Alka Obadić; Md Mamun-ur-Rashid; Dejan Ravšelj; Sanja Tatalović Vorkapić; Nina Tomaževič; Chinaza Uleanya; Lan Umek; Giada Vicentini; Özlem Yorulmaz; Ana Maria Zamfir; Aleksander Aristovnik

doi:10.1016/j.learninstruc.2022.101629

Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey

Daniela Raccanello
, Roxana Balbontín-Alvarado
, Denilson da Silva Bezerra
, Roberto Burro
, Maria Cheraghi
, Beata Dobrowolska
, Adeniyi Francis Fagbamigbe
, Moez Al Islam Ezzat Faris
, Thais França
, Belinka González-Fernández
, Rob Hall
, Fany Inasius
, Sujita Kumar Kar
, Damijana Keržič
, Kornélia Lazányi
, Florin Lazăr
, Juan D. Machin-Mastromatteo
, João Marôco
, Bertil P. Marques
, Oliva Mejía-Rodríguez

Silvia Mariela Méndez Prado, Alpana Mishra, Cristina Mollica, Silvana G. Navarro Jiménez, Alka Obadić, Md Mamun-ur-Rashid, Dejan Ravšelj, Sanja Tatalović Vorkapić, Nina Tomaževič, Chinaza Uleanya, Lan Umek, Giada Vicentini, Özlem Yorulmaz, Ana Maria Zamfir, Aleksander Aristovnik

University of Verona
Universidad del Bío-Bío
Universidade Federal do Maranhão
Ahvaz Jundishapur University of Medical Sciences
Medical University of Lublin
University of Ibadan
University of Sharjah
University Institute of Lisbon
Universidad Iberoamericana Puebla
Macquarie University
Bina Nusantara University
King George's Medical University
University of Ljubljana
Óbuda University
University of Bucharest
Universidad Autónoma de Chihuahua
Institute of Applied Psychology
Polytechnic Institute of Porto
Instituto Mexicano del Seguro Social
Escuela Superior Politécnica del Litoral
Kalinga Institute of Industrial Technology
University of Rome La Sapienza
Universidad de Guadalajara
University of Zagreb
Patuakhali Science and Technology University
Faculty of Teacher Education, University of Rijeka
University of South Africa
Istanbul University
National Scientific Research Institute for Labour and Social Protection

Research output: Contribution to journal › Article › peer-review

54 Citations (Scopus)

Abstract

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.

Original language	English
Article number	101629
Journal	Learning and Instruction
Volume	80
DOIs	https://doi.org/10.1016/j.learninstruc.2022.101629
Publication status	Published - Aug 2022
Externally published	Yes

Keywords

Achievement emotions
COVID-19
E-learning
Higher education students
Self-efficacy

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1016/j.learninstruc.2022.101629

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Raccanello, D., Balbontín-Alvarado, R., Bezerra, D. D. S., Burro, R., Cheraghi, M., Dobrowolska, B., Fagbamigbe, A. F., Faris, M. A. I. E., França, T., González-Fernández, B., Hall, R., Inasius, F., Kar, S. K., Keržič, D., Lazányi, K., Lazăr, F., Machin-Mastromatteo, J. D., Marôco, J., Marques, B. P., ... Aristovnik, A. (2022). Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey. Learning and Instruction, 80, Article 101629. https://doi.org/10.1016/j.learninstruc.2022.101629

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title = "Higher education students{\textquoteright} achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey",

abstract = "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.",

keywords = "Achievement emotions, COVID-19, E-learning, Higher education students, Self-efficacy",

author = "Daniela Raccanello and Roxana Balbont{\'i}n-Alvarado and Bezerra, \{Denilson da Silva\} and Roberto Burro and Maria Cheraghi and Beata Dobrowolska and Fagbamigbe, \{Adeniyi Francis\} and Faris, \{Moez Al Islam Ezzat\} and Thais Fran{\c c}a and Belinka Gonz{\'a}lez-Fern{\'a}ndez and Rob Hall and Fany Inasius and Kar, \{Sujita Kumar\} and Damijana Ker{\v z}i{\v c} and Korn{\'e}lia Laz{\'a}nyi and Florin Laz{\u a}r and Machin-Mastromatteo, \{Juan D.\} and Jo{\~a}o Mar{\^o}co and Marques, \{Bertil P.\} and Oliva Mej{\'i}a-Rodr{\'i}guez and \{M{\'e}ndez Prado\}, \{Silvia Mariela\} and Alpana Mishra and Cristina Mollica and \{Navarro Jim{\'e}nez\}, \{Silvana G.\} and Alka Obadi{\'c} and Md Mamun-ur-Rashid and Dejan Rav{\v s}elj and \{Tatalovi{\'c} Vorkapi{\'c}\}, Sanja and Nina Toma{\v z}evi{\v c} and Chinaza Uleanya and Lan Umek and Giada Vicentini and {\"O}zlem Yorulmaz and Zamfir, \{Ana Maria\} and Aleksander Aristovnik",

note = "Publisher Copyright: {\textcopyright} 2022 The Authors",

year = "2022",

month = aug,

doi = "10.1016/j.learninstruc.2022.101629",

language = "English",

volume = "80",

journal = "Learning and Instruction",

issn = "0959-4752",

publisher = "Elsevier B.V.",

}

Raccanello, D, Balbontín-Alvarado, R, Bezerra, DDS, Burro, R, Cheraghi, M, Dobrowolska, B, Fagbamigbe, AF, Faris, MAIE, França, T, González-Fernández, B, Hall, R, Inasius, F, Kar, SK, Keržič, D, Lazányi, K, Lazăr, F, Machin-Mastromatteo, JD, Marôco, J, Marques, BP, Mejía-Rodríguez, O, Méndez Prado, SM, Mishra, A, Mollica, C, Navarro Jiménez, SG, Obadić, A, Mamun-ur-Rashid, M, Ravšelj, D, Tatalović Vorkapić, S, Tomaževič, N, Uleanya, C, Umek, L, Vicentini, G, Yorulmaz, Ö, Zamfir, AM & Aristovnik, A 2022, 'Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey', Learning and Instruction, vol. 80, 101629. https://doi.org/10.1016/j.learninstruc.2022.101629

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

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 - https://www.scopus.com/pages/publications/85130239448

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 -

Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey

Abstract

Keywords

ASJC Scopus subject areas

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