Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19...

Area of Science:

• Educational Psychology
• Online Learning Technologies
• Human-Computer Interaction

Background:

• Control-Value Theory (CVT) posits that learning strategies and academic emotions impact learning achievement, satisfaction, and performance in online environments.
• Limited research has explored the direct influence of learning strategies on academic emotions and their interaction with behavioral and social engagement on learning satisfaction.
• Understanding these relationships is crucial for optimizing online learning experiences.

Purpose of the Study:

• To investigate the mediating role of academic emotions in the relationship between learning strategies and online learning satisfaction.
• To examine the moderating effect of behavioral engagement on the influence of learning strategies on online learning satisfaction.
• To provide theoretical and practical insights for enhancing online teaching design and platforms.

Main Methods:

• Structural Equation Modeling (SEM) was employed to analyze data from 363 pre-service teachers in China.
• The study assessed the mediating effects of academic emotions and the moderating effects of behavioral engagement.
• Data analysis focused on uncovering the intricate relationships between learning strategies, emotions, engagement, and satisfaction.

Main Results:

• Learning strategies significantly influence students' online learning satisfaction, with academic emotions acting as a key mediator.
• The interaction between learning strategies and behavioral engagement emerged as a significant predictor of online learning satisfaction.
• Both academic emotions and behavioral engagement play crucial roles in the pathway from learning strategies to satisfaction.

Conclusions:

• The study elucidates the internal mechanisms and boundary conditions through which learning strategies enhance online learning satisfaction.
• Findings offer theoretical contributions to Control-Value Theory and provide practical guidance for designing effective online courses and platforms.
• The research has implications for Massive Open Online Courses (MOOCs), flipped classrooms, and blended learning environments.