Predictive and Interactive Roles of Motivation and In-Situ Learning Activities on Emotional and Cognitive Engagement

• In Event: Exploring Emotions and Emotional Engagement Across Learning Contexts

Abstract

This study investigates the relationship between students' motivation, situational engagement (emotions and learning strategies), and study context in out-of-class learning activities. We used the Experience Sampling Method (ESM) to capture real-time data from 394 undergraduates. Outside of class, students filled out a short ESM survey on their phones to record learning activity, emotions, and engagement in their own planned study time. The findings reveal that self-efficacy significantly reduces negative emotions like boredom and anxiety while positively predicting the use of deep learning strategies during constructive activities. Additionally, positive emotions enhance cognitive engagement, creating a beneficial cycle. This research underscores the importance of designing educational interventions that foster positive emotional experiences and self-efficacy to improve student engagement and academic outcomes.

Authors

• Qiyang Lin, Michigan State University

• Jingwen He, University of North Texas

• Kui Xie, University of Missouri