Çevrimiçi Öğrenme Ortamında Öğrencilerin Başarımla İlgili Duyguları, Duygu Düzenleme Stratejileri ve Bağlılıklarının Modellenmesi

Abstract

Learning process includes cognitive, social and emotional dimensions. However, the literature is focused on one dimension and on relationship between cognitive processes and academic achievement. Emotional dimension remains background. It is aimed to develop and test a model related to students’ achievement emotions, control beliefs about learning and task value as antecedents of achievement emotions, emotion regulation strategies and student engagement. For this purpose, 1450 pre-service teachers in Faculty of Education in Turkey has participated in the study. T test, one way Anova and structural equation modelling were used for analysis of the data. According to the results, positive and negative achievement emotions of students did not show a significant difference according to gender and educational status of parents but there was a significant difference in favor of fourth graders. While there was no significant difference in reappraisal strategy among emotion regulation strategies according to gender, grade level and educational status of parents; was a significant difference in suppression strategy in favor of men according to gender. While student engagement did not differ significantly according to gender and educational status of parents, differed significantly according to grade level. According to the results of the structural equation modeling, for positive and negative achievement emotions model, student engagement was predicted by task value, positive and negative achievement emotions and reappraisal strategy. As a result, task value and achievement emotions were the most influential components to explain student engagement in online learning environments. Thus these two components should be taken into account when designing courses, tasks or activities in online environments.