Structural Relationships between Learning Emotion and Knowledge Organization and Management Processes in Distance...

Area of Science:

• Educational Technology
• Psychology of Learning
• Knowledge Management

Background:

• Distance learning adoption necessitates understanding learner engagement and passion.
• Learning passion, a strong desire for meaningful activities, drives knowledge acquisition and application.
• Assessing learners' practices in emotion processes, knowledge management, and organization is crucial in digital environments.

Purpose of the Study:

• To measure learners' practices of learning emotion processes, knowledge management, and organization in distance learning.
• To identify the effects of learning emotion (harmonious passion, emotional obsession) on knowledge management.
• To examine the mediating role of self-regulation in the relationship between emotion and knowledge management.

Main Methods:

• Descriptive correlational approach.
• Utilized tangible indicators to measure learning emotion, self-regulation, and knowledge management.
• Employed structural equation modeling to validate the proposed path model.

Main Results:

• Learners' practices in emotion processes, knowledge management, and organization were above average.
• Significant correlations were found between emotion, self-regulation, and knowledge management.
• Learning emotion significantly influenced self-organization and knowledge management, with self-regulation as a key mediator.

Conclusions:

• Learners exhibit robust engagement in distance learning environments.
• Self-regulation is a critical mediator connecting learning emotion to effective knowledge management.
• Findings support the integration of passion and self-regulation strategies in distance learning design.