The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control-Value Theory

Autor/inn/en	Butz, Nikolaus T.; Stupnisky, Robert H.; Pekrun, Reinhard; Jensen, Jason L.; Harsell, Dana M.
Titel	The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control-Value Theory
Quelle	In: Decision Sciences Journal of Innovative Education, 14 (2016) 4, S.441-474 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/dsji.12110
Schlagwörter	Psychological Patterns; Academic Achievement; Synchronous Communication; Blended Learning; Business Administration Education; Public Administration Education; Longitudinal Studies; Learner Engagement; Anxiety; Predictor Variables; Affective Behavior; Emotional Response; Behavior Theories; Statistical Analysis; Scores; On Campus Students; Correlation; Technology Uses in Education; Online Courses + Suchen Sie Ihr Suchwort? Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Angst; Prädiktor; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Statistische Analyse; Korrelation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs
Abstract	Synchronous hybrid delivery (simultaneously teaching on-campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students' emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students' emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students' self-reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control-value theory of emotions was used as the theoretical framework. Paired samples "t"-tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on-campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology-related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01