Date of Final Oral Examination (Defense)
Type of Culminating Activity
Doctor of Education in Educational Technology
Youngkyun Baek, Ph.D.
Dazhi Yang, Ph.D.
Brett Shelton, Ph.D.
As online learning continues to grow, particularly amid the COVID pandemic, so too has interest among educational practitioners and researchers to understand the personal and contextual factors that shape students’ emotions in these environments. The control-value theory of achievement emotions has emerged as a useful framework for examining the antecedents and consequences of different emotions that students experience in online learning. The purpose of the present study was to validate the assumptions of the control-value theory in an asynchronous online graduate program, and to examine the role of emotional intelligence in this social-cognitive process. Data were collected from 102 graduate students enrolled at a public university in the United States. Results showed that online self-efficacy was a significant predictor of achievement emotions (enjoyment and anxiety). However, student value appraisals of the online program only predicted anxiety. Hierarchical regression analyses also revealed that only anxiety was a significant predictor of self-regulated learning. Further moderation analyses were conducted and showed that emotional intelligence moderated the relationships between achievement emotions and self-regulated learning. The implications for research, theory, and practice are discussed.
Touati, Achraf, "Examining the Role of Enjoyment, Anxiety, and Emotional Intelligence Online Graduate Students' Self-Regulated Learning: A Control-Value Theory Perspective" (2020). Boise State University Theses and Dissertations. 1776.