Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning

By Anthony R. Artino Jr., Kenneth D. Jones. Internet and Higher Education, 2012

325 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Computer Science Applications, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6da37b517de98432151c872a8c6757e822549054

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Thomas Goetz
2. John Ranellucci
3. Nathan C. Hall
4. Jaclyn Broadbent
5. Reinhard Pekrun
6. E. Young
7. J. Sharp
8. Jane C. Sharp

In Computer Science Applications

1. Jaclyn Broadbent
2. Thomas Goetz
3. John Ranellucci
4. Nathan C. Hall

In Sociology and Political Science

1. Jaclyn Broadbent
2. Thomas Goetz
3. W. L. Poon
4. John Ranellucci
5. Nathan C. Hall
6. Chengchen Li

Citations in the corpus

• Achievement goals, emotions, learning, and performance : A process model (2015, methodology): “…directions (Ahmed, van der Werf, Kuyper, & Minnaert, 2013; Goetz et al., 2006; Pekrun et al., 2011; Pekrun et al., 2002; Villavicencio & Bernardo, 2013), with boredom having also been found to predict poorer elaboration and self-regulated learning (Artino & Jones, 2012; Pekrun et al., 2002, 2010).”
• Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review (2015, background): “In contrast to traditional learning where student/teacher interaction and communication occur face-to-face in a classroom (Artino & Jones, 2012), online learning relies on the use of asynchronistic and synchronistic interaction and communication within a virtual environment (Ku & Chang, 2011).”
• Comparing online and blended learner's self-regulated learning strategies and academic performance (2017, background): “It also allows students to customise their learning, while teaching staff are still able play a pivotal role in providing structure, organisation, scaffolding, and time management to the learning experience for students (Aldhafeeri, 2015; Artino & Jones, 2012).”
• Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, unknown): “4.1 First-order effects of control-value appraisals on emotions and performance Consistent with Hypothesis 1 and previous work (Artino & Jones, 2012; Burić & Sorić, 2012), perceived control was a positive predictor of the positive emotions (i.e., enjoyment, hope, and pride) and a negative predictor…”