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

2022Journal article Restricted access
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dc.contributor.authorRACCANELLO, Daniela
dc.contributor.authorBalbontín-Alvarado, Roxana
dc.contributor.authorBezerra, Denilson da Silva
dc.contributor.authorBurro, Roberto
dc.contributor.authorCheraghi, Maria
dc.contributor.authorDobrowolska, Beata
dc.contributor.authorFagbamigbe, Adeniyi
dc.contributor.authorFaris, MoezAlIslam Ezzat
dc.contributor.authorFrança, Thais
dc.contributor.authorGonzález-Fernández, Belinka
dc.contributor.authorHall, Rob
dc.contributor.authorInasius, Fany
dc.contributor.authorKar, Sujita Kumar
dc.contributor.authorKeržič, Damijana
dc.contributor.authorLazányi, Kornélia
dc.contributor.authorLazar, Florin
dc.contributor.authorMachin-Mastromatteo, Juan D.
dc.contributor.authorMaroco, J. P.
dc.contributor.authorMarques, Bertil
dc.contributor.authorMejía-Rodríguez, Oliva
dc.contributor.authorMendez Prado, Silvia Mariela
dc.contributor.authorMishra, Alpana
dc.contributor.authorMOLLICA, Cristina
dc.contributor.authorNavarro Jiménez, Silvana G.
dc.contributor.authorObadić, Alka
dc.contributor.authorMamun-ur-Rashid, Md
dc.contributor.authorRavšelj, Dejan
dc.contributor.authorTatalović Vorkapić, Sanja
dc.contributor.authorTomaževič, Nina
dc.contributor.authorUleanya, Chinaza
dc.contributor.authorUmek, Lan
dc.contributor.authorVicentini, Giada
dc.contributor.authorYorulmaz, Özlem
dc.contributor.authorZamfir, Ana-Maria
dc.contributor.authorAristovnik, Aleksander
dc.date.accessioned2023-02-27T15:36:13Z
dc.date.available2023-02-27T15:36:13Z
dc.date.issued2022
dc.description.abstractThe 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationRaccanello, D., Balbontín-Alvarado, R., Bezerra, D. da S., Burro, R., Cheraghi, M., Dobrowolska, B., Fagbamigbe, A. F., Faris, M. 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. https://doi.org/10.1016/j.learninstruc.2022.101629pt_PT
dc.identifier.doi10.1016/j.learninstruc.2022.101629pt_PT
dc.identifier.issn09594752
dc.identifier.urihttp://hdl.handle.net/10400.12/9051
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherElsevier BVpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/pt_PT
dc.subjectCOVID-19pt_PT
dc.subjectAchievement emotionspt_PT
dc.subjectHigher education studentspt_PT
dc.subjectE-learningpt_PT
dc.subjectSelf-efficacypt_PT
dc.titleHigher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country surveypt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceUnited Kingdompt_PT
oaire.citation.endPage1pt_PT
oaire.citation.issue10pt_PT
oaire.citation.startPage101629pt_PT
oaire.citation.titleLearning and Instructionpt_PT
oaire.citation.volume80pt_PT
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