Profiles of Vocational College Students' Achievement Emotions and Self-Regulated Learning in Online Learning Environments

• In Event: Scaffolding Student Success

Abstract

The goal of this study was to examine the relation between achievement emotion profiles and self-regulated learning in online learning environments. A total of 615 students from a vocational university participated in the current study. Latent profile analysis revealed three distinct profiles: Blends of Negative Emotions, Nonemotional, and Pure Positive Emotion. The majority of the students belonged to Pure Positive Emotion (62%), followed by Nonemotional (25%) and Blends of Negative Emotions (13%). This finding supports the perspective on the co-occurrence of emotions in academic settings. The further analysis found that Pure Positive Emotion was the most adaptive group associated with higher time management, higher motivational regulation, and lower academic procrastination than the other groups.

Authors

• Shonn Cheng, National Taipei University of Technology
  Presenting Author

• Jui-Chieh Huang, National Taipei University of Business
  Presenting Author

• Waneta Hebert, Houston Community College
  Presenting Author

• Yu-Ping Hsu, Western Illinois University
  Presenting Author