Search

Background: Integrating Artificial Intelligence (AI) in educational applications is becoming increasingly prevalent, bringing opportunities and challenges to the learning environment. While AI applications have the potential to enhance structured learning, they may also significantly impact students' creativity and academic emotions. Objectives: This study aims to explore the effects of AI-integrated educational applications on college students' creativity and academic emotions from the perspectives of both students and teachers. It also assessed undergraduate students' and faculty's attitudes to AI-integrated applications. Methodology: A mixed-method research design was used. In the first phase, a qualitative research approach was employed, utilizing theoretical sampling to select informants. Data were collected through in-depth interviews with undergraduate students and university lecturers to gain comprehensive insights into their experiences and perceptions. A scale was developed, validated, and administered to 120 students and faculty in the quantitative phase. Descriptive statistics was used to analyze the data. Findings: The study revealed that AI applications often impose rigid frameworks that constrain creative thinking and innovation, leading to emotional disengagement due to AI interactions' repetitive and impersonal nature. Additionally, constant AI assessments heightened performance anxiety, and technical frustrations disrupted the learning process. Conversely, AI applications stimulated creativity by introducing new ideas and problem-solving techniques, enhanced engagement through interactive elements, provided personalized feedback, and supported emotional well-being with gamified elements and constant availability. Quantitative data also verified that teachers and students have positive attitudes toward the benefits and challenges of these applications. Conclusions: AI integration in educational applications has a dual-edged impact on college students' creativity and academic emotions. While there are notable benefits in stimulating creativity and enhancing engagement, significant challenges such as creativity constraints, emotional disengagement, and performance anxiety must be addressed. Balancing these factors requires thoughtful implementation and continuous evaluation to optimize the role of AI in education. [ABSTRACT FROM AUTHOR]

Purpose: To explore the relationship between post-traumatic stress disorder (PTSD) and students' academic control and academic emotion in the aftermath of a flood disaster. The findings will offer educators and relevant departments valuable insights to understand and facilitate the restoration of learning capabilities among students affected by the disaster. Methods: This study employed a combined approach of questionnaire surveys and longitudinal tracking. Students from Guangling Primary and Secondary School (Shouguang City, Weifang, Shandong Province) participated in surveys administered in September 2018, December 2018, and September 2019. The instruments utilized included the Post-Disaster Trauma Assessment Questionnaire, the Adolescent Academic Control Scale, and the mathematical version of the Achievement Emotions Questionnaire. Data analysis involved two-factor correlation and mediation effect testing. Results: Significant differences were observed in overall PTSD scores and its three dimensions between the 1-week and 1-year post-disaster assessments. Both the average PTSD score and the detection rate were higher 1 year after the disaster compared to the first week. Students' academic control demonstrated a strong positive correlation with positive academic emotions and a significant negative correlation with anxiety-related academic emotions. Cross-lagged regression analysis indicated a predictive relationship: academic control measured 3 months post-disaster significantly predicted academic emotions at the 9-month assessment, and conversely, academic emotions at the 3-month point were predictive of academic control at 9 months. In addition, academic control appears to play a complete mediating role in the relationship between PTSD and academic emotions. Conclusion: Students exhibited a range of PTSD symptoms following the disaster, with a higher prevalence noted in the first year compared to the initial week. PTSD negatively affects academic standing in these students, and is predictive of both their sense of academic control and their emotional responses to learning. Crucially, academic control and academic emotions exhibit a strong correlation and can mutually affect one another. Interventions aimed at reducing PTSD symptoms, cultivating positive academic emotions, and strengthening students' sense of academic control must therefore consider the relationship between these factors. This holistic approach will enhance psychological well-being and improve academic performance. [ABSTRACT FROM AUTHOR]

Background: Research evidence indicates that several factors play a role in the academic adjustment of students, which due to the importance of parenting styles, psychological capital, quality of life and academic emotions, as well as the research gap in the field of providing a coherent model in this field, conducting more studies is necessary to It seems. Aims: The purpose of the present study was to formulate and test the model of academic adjustment based on perceived parenting styles with the mediation of psychological capital, quality of life and academic emotions. Methods: The present study was a description of the type of correlation studies using structural equations. The statistical population of this research included all the students of the third grade of the second high school for girls and boys of Fardis city (2537 people) in the academic year 2018-2019, of which 570 people were selected as a statistical sample based on the cluster sampling method. The data collection tools include 5 questionnaires of perceived parenting methods of McLone and Merrell (1998), quality of life questionnaire (Muntzari et al., 2014), Lutans et al. psychological capital questionnaire (2007), Pakran academic emotions questionnaire (2002) and the academic adjustment questionnaire of Sinha and Singh (1993). The data were analyzed by Pearson's correlation test and structural equations. Results: The results showed that perceived parenting styles, psychological capital, quality of life and academic emotions have a direct and significant effect on academic adjustment (P< 0.05). Also, parenting styles perceived through mediating variables had an indirect and significant effect on academic adjustment (P< 0.001). Conclusion: Based on the results of this study, it can be said that the structural model of the research has a good fit, and therefore, the use and application of this model in the problems of academic adjustment of students can be helpful to educational psychologists, teachers, managers, parents and education specialists. [ABSTRACT FROM AUTHOR]

Research has demonstrated that lay beliefs about emotions (i.e., whether they are viewed as malleable or fixed) may shape important outcomes in educational performance. Given the prominent role of emotions in learning and goal setting, the present study examined whether emotion beliefs moderated (1) the relationship between the experience of academic emotions and grades and (2) the relationship between academic emotions and shifts in goal setting. Undergraduate students (N =329) enrolled in an introductory psychology course reported on their emotions and goal orientations across two waves of data collection which took place before and after their first two exams. Multiple regression analyses revealed that emotion beliefs moderated the relationship between academic emotions and changes in goal orientation across the semester. Specifically, greater experience of negative outcome-related emotions was associated with decreases in mastery- and performance-avoidance goal orientations among individuals who tended to view emotions as more malleable. On the other hand, for students who felt their emotions were more fixed, change in avoidance goals was not influenced by negative outcome emotions. Our results point to the added benefit in students viewing emotions as malleable, as this perspective may lead to students disengaging less with course material (i.e., decreasing avoidance goal orientations) after learning experiences marked by negative emotions. Overall, our findings provide preliminary support for the inclusion of emotion beliefs in models of academic achievement. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI), as an innovation in technology, has greatly affected human life. AI applications such as ChatGPT have been used in different fields, particularly education. However, the use of AI applications to enhance undergraduate students’ academic emotions and test anxiety has not been appropriately investigated. This study addresses the effects of undergraduate students’ test anxiety and academic emotions. A total of 160 undergraduate students majoring in different fields of study were selected through convenience sampling and divided into control and experimental groups. Both groups received test anxiety and academic emotions scales at the onset of the treatment. The students assigned to the experimental group were trained to use ChatGPT and monitored for learning and doing their assignments outside the classroom during the semester. The two groups received the scales at the end of the semester, which lasted 16 weeks. Independent samples t-tests were used for analyzing the data. Results revealed that using AI-empowered applications significantly reduced the students’ test anxiety and negative academic emotions but enhanced their positive academic emotions. Students can use ChatGPT as an auxiliary instrument to overcome their negative emotions and enhance their educational attainment. Findings affect teachers, educational technologists, educational psychologists, and students. [ABSTRACT FROM AUTHOR]

Purpose: The research aimed to investigate the factors underpinning academic optimism and its impact on the academic achievement of students in agriculture vocational schools. Methodology: It was carried out among the students of the agriculture vocational schools in Tehran province, Iran (N = 435). A sample of 158 students was taken by the stratified random sampling with proportional assignment. The measurement instrument was standard questionnaires whose validity was determined by content and construct validity. To estimate the reliability of the questionnaires, a pilot study was conducted on 30 individuals outside the sample, and Cronbach's alpha and composite reliability were measured. Findings: The results showed that academic engagement and academic emotions had significant impacts on students' academic optimism. The effect of academic optimism was also found to be significant on students' academic achievement. It is concluded that academic optimism and its components, both at the personal and school level, play an essential role in students' academic achievement. Practical implications: The Education Organization should develop plans for improving teachers' and students' academic optimism and enhancing their motivation for academic achievement. Theoretical implications;: The study enriches the existing literature on academic achievement by emphasizing the importance of academic optimism in the process of agricultural technical and vocational education. It also highlights the potential of psychological components to motivate students' academic optimism in the process of academic achievement. Principals and educators are suggested to develop optimistic beliefs in themselves and create an optimistic, active, and vibrant school climate, thereby providing the conditions for the growth of academic optimism among students. Originality/value: The paper provides insight for education organizations to recognize the barriers to the improvement of the students' academic achievement in the agriculture vocational schools. [ABSTRACT FROM AUTHOR]

Abstract Background Integrating Artificial Intelligence (AI) in educational applications is becoming increasingly prevalent, bringing opportunities and challenges to the learning environment. While AI applications have the potential to enhance structured learning, they may also significantly impact students’ creativity and academic emotions. Objectives This study aims to explore the effects of AI-integrated educational applications on college students’ creativity and academic emotions from the perspectives of both students and teachers. It also assessed undergraduate students’ and faculty’s attitudes to AI-integrated applications. Methodology A mixed-method research design was used. In the first phase, a qualitative research approach was employed, utilizing theoretical sampling to select informants. Data were collected through in-depth interviews with undergraduate students and university lecturers to gain comprehensive insights into their experiences and perceptions. A scale was developed, validated, and administered to 120 students and faculty in the quantitative phase. Descriptive statistics was used to analyze the data. Findings The study revealed that AI applications often impose rigid frameworks that constrain creative thinking and innovation, leading to emotional disengagement due to AI interactions’ repetitive and impersonal nature. Additionally, constant AI assessments heightened performance anxiety, and technical frustrations disrupted the learning process. Conversely, AI applications stimulated creativity by introducing new ideas and problem-solving techniques, enhanced engagement through interactive elements, provided personalized feedback, and supported emotional well-being with gamified elements and constant availability. Quantitative data also verified that teachers and students have positive attitudes toward the benefits and challenges of these applications. Conclusions AI integration in educational applications has a dual-edged impact on college students’ creativity and academic emotions. While there are notable benefits in stimulating creativity and enhancing engagement, significant challenges such as creativity constraints, emotional disengagement, and performance anxiety must be addressed. Balancing these factors requires thoughtful implementation and continuous evaluation to optimize the role of AI in education.

Objective: One of the important groups in every country is students who play a significant role in shaping the future and the excellence of nations. Therefore, the purpose of the present study was to develop a model of academic performance based on academic emotions and academic motivation with the mediation of emotional intelligence in first-grade secondary school students in Tabriz city during the academic year 2024-2023. Methods and Materials: This study is descriptive-correlational in terms of objective and quantitative in terms of approach. Structural equation modeling was used to evaluate the relationships between the current variables and the measured variables in the proposed conceptual model. The population of the present study included all first-grade secondary school students in Tabriz city during the academic year 2024-2023. To select the sample size, initially, 250 students from first-grade secondary school students in Tabriz city were selected using cluster random sampling method based on the Morgan formula, and then they responded to the Fam and Taylor (1990) academic performance progress questionnaire, Pakravan (2005) academic emotions questionnaire, Frederick, Blumenfield, Paris (2004) academic motivation questionnaire, and the adolescent version of Petrides and Furnham's emotional intelligence questionnaire (2006). The data were analyzed using Pearson correlation test and structural equation modeling through SPSS-26 and AMOS version 24 software. Findings: The results showed a positive indirect effect of academic emotions on academic performance through emotional intelligence (β = 0.223, p < .001). The negative indirect effect of academic emotions on academic performance through emotional intelligence was also significant (β = -0.189, p < .001). The indirect effect of academic motivation on academic performance through emotional intelligence was positive and significant (β = 0.319, p < .001). Conclusion: Therefore, the results of the present study can be of interest to the education organization, teachers, and students. [ABSTRACT FROM AUTHOR]

The current study examined a multiple mediator model based on the control‐value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher‐student relationships (TSRs), academic emotions, academic value (AV), and academic self‐efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control‐value theory and provide important insights for improving students' English academic achievement. Highlights: The teacher‐student relationship predicted English academic achievementThe academic value and academic self‐efficacy predicted English academic achievementAcademic enjoyment/relaxation positively predicts English academic achievement and academic anxiety/boredom negatively predicts English academic achievement [ABSTRACT FROM AUTHOR]

Datasets are critical for emotion analysis in the machine learning field. This study aims to explore emotion analysis datasets and related benchmarks in online learning, since, currently, there are very few studies that explore the same. We have scientifically labeled the topic and nine-category emotion of 4715 comment texts in online learning platforms using the "three-person voting label method" based on the "sentence-level" and multi-category labeling dimensions with our self-developed system. After testing the consistency of the labeling results using the Fleiss Kappa method, we found that the consistency of the dataset was about 0.51, representing a moderate strength of agreement. Based on the dataset, the prediction accuracy of the Long-Short Term Memory (LSTM) method is about 0.68. This dataset provides a benchmark for the multi-category emotion dataset in the Chinese online learning field. It can provide a basis for the subsequent solution of emotion analysis, monitoring, and intervention in the education field. It can also provide a reference for constructing subsequent datasets in the education field. [ABSTRACT FROM AUTHOR]

This paper investigated the association between students' perceptions of teacher autonomy-supportive and controlling interpersonal behaviours, positive and negative academic emotions, and subjective vitality and emotional exhaustion. Study 1 employed a cross-sectional survey design to collect data from 328 undergraduate students from three public universities in China. Study 2 employed an experimental design and collected data from 64 undergraduate students. The results of the structural equation modelling with latent variables indicated that teacher autonomy-supportive interpersonal behaviours did not reduce negative academic emotions, and negative emotions did not explain subjective vitality, while positive emotions did not explain emotional exhaustion. These findings suggest that positive and negative emotions are mutually exclusive in predicting subjective vitality and emotional exhaustion. The study discusses the implications of these findings for instructors' interpersonal behaviours and the role of emotions in predicting students' psychological well-being in the Chinese context. [ABSTRACT FROM AUTHOR]

In this introduction, we set the stage for a collection of papers from the Co-constructing Mathematics Motivation in Primary Education–A Longitudinal Study in Six European Countries Project (MATHMot for short), an international study aiming to identify the factors that shape the development of motivation in mathematics from a comparative perspective in primary education. Students' motivation, performance, academic emotions, and subject-related identity and agency are observed across six countries: Norway, Sweden, Finland, Estonia, Portugal, and Serbia. MATHMot builds on the belief that one of the main goals of mathematics teaching should be children's long-term motivation for learning the subject, which in turn supports students in striving for exemplary achievement in mathematics. This special section attempts to observe students' mathematics motivation in early grades and how different contributions from the classroom, home or the student's individual characteristics shed light on its development and adjacent concepts like academic emotions and math-related identity and agency. [ABSTRACT FROM AUTHOR]

Affect dynamics in digital learning systems (DLS) research investigates how students' emotions evolve while using these systems. This information can reveal the most common emotions experienced by students and how they transition between them. Recent studies indicate that affect dynamics in DLS vary depending on students' demographic and personal characteristics, such as nationality. However, most research has focused on students from the United States and the Philippines, leaving a gap in understanding Latin American learners and the potential differences in affect dynamics based on gender and emotion duration. This study introduces an affect dynamics model for Brazilian students using a Math DLS in a school setting, encompassing emotions like confusion, frustration, boredom, and engagement. We also present evidence that affect dynamics models differ based on students' gender and emotion duration. Analyzing affect dynamics across cultures allows for better understanding and generalization of the resulting models while also demonstrating the influence of emotion duration and learners' gender on affect dynamics. This knowledge enables tailoring more adaptive interventions for students' emotions in DLS. [ABSTRACT FROM AUTHOR]

The current research tested the relationship between Chinese calligraphic handwriting (CCH) education and student academic emotions. Using a quasi-experimental, cross-sectional design, we recruited 448 third- to sixth-grade students, and about half of them (N = 228) come from a CCH specialist school and the other half (N = 220) from a general primary school. We examined the relations between CCH education and student outcomes in two ways: comparing the means of academic emotions between the two groups and investigating the associations between the CCH level of the CCH students (rated by CCH teachers) and their academic emotions. Results showed that compared with the control group, CCH group had a higher level of positive low arousal of academic emotions. Within the CCH group, however, more significant associations were found between CCH level and student outcomes. We further found the interaction effect of CCH level and positive mental characters on academic emotions, specifically, the positive low arousal and negative high arousal academic emotions. Limitations and implications of the study were discussed.

ABSTRACTObjective This study aims to fill in the gap by exploring the interrelationship among academic emotions, classroom engagement and self-efficacy in EFL learning among Chinese non-English majors in smart classrooms.Methods A total of 409 non-English majors in their first year from a Chinese university completed the revised version of the academic emotions scale, classroom engagement scale and self-efficacy scale and their interrelationship has been analysed by Structural Equation Modelling.Results Positive emotion significantly enhances classroom engagement, while negative emotion does not. Classroom engagement has a significant effect on promoting self-efficacy, which is influenced by both positive and negative emotions, with positive emotions having a greater impact. Specifically, classroom engagement mediates the relationship between positive emotion and self-efficacy, whereas it does not mediate between negative emotion and self-efficacy.Conclusion Smart classrooms can stimulate students’ positive academic emotions, increase their engagement in learning so as to enhance their self-efficacy.

Under the guidance of complex dynamic systems theory, the present study explored four college students’ academic emotions when learning academic English in a blended language class, consisting of face-to-face classroom instruction, and asynchronous and synchronous online instructions. An idiodynamic approach was used to capture the participants’ emotional fluctuations on a per-second timescale. With reference to the bitmap exported, follow-up interviews were conducted to probe into the potential factors triggering their emotional fluctuations. The findings revealed that, although the four students’ academic emotions demonstrated distinctive fluctuations across three teaching modes, they all experienced more arousal emotions during the face-to-face class, while their emotional experiences during the online classes, especially during the synchronous online class, tended to be deactivating. And during asynchronous online class, their academic emotions oscillated between positive and negative most frequently. Three broad groups of factors related to learner agency, learning environment and teaching practice have been found to exert varied degrees of influence on their academic emotional fluctuations in different teaching modes. [ABSTRACT FROM AUTHOR]

Current research aimed to identify the prevalence of academic emotions and Big Five personality traits and the significance of the differences in these variables according to the variables of grade )first -fourth (and academic achievement (low - high) and the interactions between them. The research also aimed to reveal the possibility of predicting academic emotions from Big Five personality traits, as well as revealing the profiles that distinguish students in the research variables. The research sample consisted of (558) male and female students from the first and fourth grades in Faculty of Education, Zagazig University. The two scales of academic emotions and Big Five personality traits were applied to them (prepared by the researcher). The percentages of students’ ratings in the total academic courses were also used to measure academic achievement. Using percentages, analysis of variance (2x2), multiple regression analysis, and cluster analysis, results indicated that the emotion of pride and the agreeableness factor are the most common among students, and that there are no statistically significant differences in academic emotions and Big Five personality traits according to the difference in grade (first - fourth), level of achievement (low - high) and the common interactions between them, except for the emotions of anger and boredom, were differences in favor of the fourth grade, and the emotions of enjoyment and hope were in favor of high achievers. As for the differences in the emotions of anger, anxiety, shame, hoplessness, and boredom, in favor of low achievers, and the factor of openness to experiences were differences in favor of the first grade. As for neuroticism factor, differences were in favor of low achievers. Results showed the possibility of predicting academic emotions from Big Five personality traits. Results also showed the existence of two groups through which it is possible to distinguish between students of Faculty of Education, Zagazig University in academic emotions, Big Five personality traits, and academic achievement. The first was named “those with positive emotions and positive personal factors and high academic achievement”, while the second was named “those with negative emotions, neuroticism and low academic achievement”. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research in Educational Sciences (IJRES) is the property of International Journal of Research in Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research was conducted with the aim of determining the effect of teaching selfdetermination skills on students' academic emotions, academic self-concept and responsibility. The method of semi-experimental research was pre-test-post-test with a control group. The statistical population of this research included all 11th grade female students of middle school in the academic year of 2022-2023 in number of 30 people who were selected by purposive sampling method and then they were equally divided into two experimental and control groups. Self-determination training based on the theory of Desi and Ryan (2000) was conducted on the students of the experimental group during 10 sessions of 60 minutes, two sessions per week. The research tools were academic emotions questionnaire (Pekran et al., 2002), academic self-concept (Yesenchen, 2004), students' responsibility (Lewis, 2001) and self-determination educational package (Desi and Ryan, 2000). The findings showed that teaching self-determination skills had a positive and significant effect on students' academic emotions and was able to increase the amount of positive academic emotions and reduce negative academic emotions. Also, teaching selfdetermination skills had a positive and significant effect on students' academic selfconcept (and its components) and was able to improve the level of students' academic self-concept. The results also indicated that teaching self-determination skills on responsibility (and its components) in students was effective and increased the level of responsibility in students. According to the results, it can be concluded that by teaching students self-determination skills, responsibility and academic selfconcept can be improved and positive academic emotions can be increased and negative emotions can be reduced. [ABSTRACT FROM AUTHOR]

Informed by the analytical framework of academic emotions (Pekrun, R., and L. Linnenbrink-Garcia. 2012. "Academic Emotions and Student Engagement." In The Handbook of Research on Student Engagement, edited by S. L. Christenson, A. L. Reschly, and C. Wylie, 259–282. New York: Springer) and a cognitive approach to feedback, this study reported on 16 doctoral students' emotions and emotion-regulation strategies in academic writing situations. A Critical Incident Technique and semi-structured interviews were used to collect data from the participants. The findings revealed that across the 65 occurrences of discrete emotions, negative emotions were the most reported emotional status, such as anxiety, confusion, and frustration. However, participants also experienced positive emotions such as satisfaction, inspiration, and gratitude. This study also identified four major categories of emotion-regulation strategies (i.e. task-related regulation, cognitive change, co-regulation, and attention deployment) with 13 specific strategies used by doctoral students in taming and soothing their emotions in feedback situations. The findings provide insights into the emotional dimension of feedback on academic writing and offer implications for both the supervisors and doctoral students concerning how to alleviate the negative emotions and enhance positive emotions by updating their mindset and practice in giving and processing feedback. [ABSTRACT FROM AUTHOR]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students' academic achievement relies on a variety of pedagogical, affective, and individual factors. The investigation of academic emotions and epistemic cognition has been a focal point in existing research. Previous studies have predominantly delved into the essence of students' epistemic cognition and academic emotions. Nonetheless, the correlation between the epistemic cognition, academic emotions, and academic success of Chinese undergraduate students remains inadequately explored. This research delves into the interconnectedness of these variables and examines which facets of epistemic cognition and academic emotions can forecast students' academic performance. A total of three hundred and eighty (380) Chinese undergraduate students were chosen via random sampling for this study. Their self-reported academic achievements were taken into account. Additionally, they completed questionnaires tailored to evaluate their epistemic cognition and academic emotions. The participants' scores underwent Pearson correlation and multiple regression analyses. The findings indicate that positive emotions correlate positively, while negative emotions correlate negatively with students' academic success. Furthermore, positive emotions and three categories of epistemic cognition were found to be predictors of students' academic accomplishments. In conclusion, it is deduced that both epistemic cognition and positive emotions play a role in enhancing students' academic success. The implications of these findings extend to educational psychologists, educators, and students, both theoretically and practically.

In the current research, the relationship between epistemological beliefs and academic self-determination with academic procrastination was investigated through the mediation of academic emotions. The research method employed was descriptive-correlational. The participants of the study were 320 undergraduate students from various fields and faculties of Mazandaran University, Babolsar Campus, selected through stratified random sampling. To measure the variables under study, the following questionnaires were utilized: Academic Procrastination Scale (Solomon & Rothblum, 1984), Epistemological Beliefs Inventory (Bayless, 2009), Academic Motivation (Vallerand et al., 1989), and Academic Emotions Scale (Pekrun et al., 2005). The proposed model was evaluated using structural equation modeling with AMOS software version 26. The mediating relationships in the proposed model were tested using the bootstrap procedure. The results indicated that the proposed model had a good fit with the data, also the results showed that the dimensions of epistemological beliefs and academic self-determination had significant indirect effects on academic procrastination through academic emotions.

Abstract Aim To explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence. Background Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students’ ongoing emotions in the occurring contexts. Design A longitudinal descriptive study. Methods By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. Results Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students’ positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. Conclusion Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students’ clinical development.

Recognizing students’ learning-related emotions and taking them into consideration are important pedagogical tools for teachers. Taking students’ views into account promotes their participation. In this study, instant video blogging (IVB) is used to collect primary school students’ first-hand accounts of their emotions in learning situations. Through an experience sampling method (ESM), 22 Finnish sixth-grade students (12–13 years old) took part in IVB nine times during this study. The verbal expressions of students were analyzed to investigate students’ emotional experiences throughout the teaching sequence. The IVB method offered direct insight into how all students experienced teaching sequences. Compared to teacher observations, IVB offers a more diverse view into students’ experiences. This information can be employed when educating future teachers, and developing instructional methods. Further, offering students the opportunity to express themselves is the first step in supporting their participation.

Introduction: This study investigated the influence of teacher-student relationship on Chinese high students' academic motivation for the ideological and political subject and the parallel mediating roles of positive and negative academic emotions on this influence. Method: The participants of this study were 425 Chinese high school students. This study measured teacher-student relationship, academic motivation, and academic emotions through several self-reported questionnaires. Structural equationmodels were used to analyze data and investigate the direct and indirect influence of teacher-student relationship on Chinese high school students' academic motivation for the ideological and political subject. Results: Teacher-student relationship had a significant, positive, and direct impact on Chinese high school students' academicmotivation for the ideological and political subject. Moreover, positive and negative academic emotions, in parallel, mediated the relationship between these two factors. Discussion: This study demonstrates the important influence of teacher-student relationships on Chinese high school students' academic motivation for the ideological and political subject. A positive teacher-student relationship can directly increase students' academic motivation for this subject and indirectly enhance their motivation by generating positive academic emotions. Therefore, teachers should express care for their students, make friends with them, and be their partners in learning and life. Additionally, teachers need to pay close attention to students' academic emotions and provide them emotional support so that they can develop positive academic emotions while learning, and strive to establish and maintain a good teacher-student relationship. [ABSTRACT FROM AUTHOR]

Aim: To explore nursing students' academic emotions during ongoing learning activities focusing on perceived challenge and competence. Background: Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students' ongoing emotions in the occurring contexts. Design: A longitudinal descriptive study. Methods: By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. Results: Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students' positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. Conclusion: Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students' clinical development. [ABSTRACT FROM AUTHOR]

Background: The adaptation of students to academic challenges in high school is crucial for academic performance. This study proposes the concept of "learning crafting," a previously under‐researched area, and investigates its associated variables. Methods: Using a diary method, we studied 187 Chinese high school students (64% female; Mage = 15.57) over a 9‐day period. We examined the effect of daily life events on learning crafting, and considered academic emotions as mediators and regulatory focus as moderators. Results: Hierarchical linear modeling revealed that daily positive events were positively correlated with learning crafting at both within‐person and between‐person levels. Positive academic emotions served as mediators of this relationship. Furthermore, promotion focus had a positive moderating effect on the relationship between daily positive events and positive academic emotions. Conversely, daily negative events were only negatively correlated with learning crafting at the between‐person level, and no additional significant relationships were identified. Conclusion: This study elucidated the effect of daily life events on learning crafting, its mediating mechanisms, and conditional factors. These results not only contribute to crafting theory, but also provide theoretical underpinnings for future interventions targeting high school students' learning crafting. [ABSTRACT FROM AUTHOR]

Introduction E-learning, as an alternative to classical education in class, enables students to access information without time limitation and geographical limitations (Al-Samarai, 2016). Although e-learning makes interaction and active learning possible, one of the challenges e-learning confronts with them is the real level of learners' engagement in academic tasks and their real learning and academic achievement. of course, from the start of e-learning formation, this issue has been a concern and also a constant contemplative question. But, in a recent year, with the prevalence of coronavirus and thereby the pervasiveness of e-learning, learners' academic engagement issues in the online space have been questioned by custodians, parents, teachers, and all individuals involved in education. So, the purpose of the present research is to develop a causal model of students' academic engagement in cyberspace based on parents' meta-emotions, Family Communication Patterns and academic emotions. Method Therefore, the type of research is descriptive-correlational. The statistical population of this study includes all secondary school students in Tehran.The sample size is equal to 400 high school students, who were selected from the statistical population by available sampling. The instruments used were the Family Pattern Communication Questionnaire (RFCP), Rio & Tsang (AES), Swayne Bourne's Parents' Farahijani Perspective (SMEPS), Packran, Goetz, and Perry (2005). The obtained data were analyzed by the structural equation method and PLS3 software. Results The results showed that 38% of the changes in the variables of positive emotions and 23% of negative emotions are explained by the variables of communicative communication pattern, conformity communication pattern, Farahijani perspective of leadership, Farahijani perspective of consciousness. Also, 47% of the changes in the academic engagement variable are explained by the variables of conversational communication pattern, conformity communication model, Farahjani perspective of leadership, Farahjani view of consciousness, positive emotions and negative emotions. The value of Q2 related to the structure of positive emotions, negative emotions and academic engagement is 0.32, 0.13 and 0.27, respectively, which indicates the proper fit of the structural model and confirms the proper fit of the structural model of the research. Discussion From the results of the present study, it is concluded that the academic performance of students in the context of e-learning depends on a set of internal and external factors, and to address the challenges of e-learning, a set of these factors should be considered. [ABSTRACT FROM AUTHOR]

The primary goal of the present study was to examine the relationship between academic buoyancy, academic emotions, and self-regulated learning (SRL) writing strategies in the second or foreign language (L2) writing context. Particularly, we aimed to investigate whether the relationships between writing buoyancy and SRL writing strategies (environmental, behavioral, and personal) were mediated by positive and negative academic emotions in English writing classrooms. A sample of 362 Chinese university students completed self-report questionnaires. Basic statistics and structural equation modelling were used to analyze the data. The findings showed that academic buoyancy, positive and negative academic emotions, and SRL writing strategies were significantly correlated; the total and direct effect of negative academic emotions on environmental SRL writing strategies were not significant; positive and negative academic emotions mediated the relationship between academic buoyancy and SRL writing strategies. Implications for how to help university students to "bounce back" from English writing setbacks and invest efforts to develop positive emotions are discussed; suggestions for implementing a classroom intervention focusing on academic buoyancy to foster better use of SRL writing strategies are also provided. [ABSTRACT FROM AUTHOR]

Copyright of Publicaciones s de la Facultad de Educacion y Humanidades del Campus de Melilla (Universidad de Granada, Espana) is the property of Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Academic emotions of learners are important for academic achievement. For the online learning platform, it is of great value to gain insight into the academic emotion of the course in appropriate time interval from the platform. We crawled a large number of student comment texts from MOOC, and used deep learning algorithms (BERT models) to perform aspect-oriented sentiment classification on the comment texts. We conducted statistical analysis and identified keywords to explore the changes of academic emotions in the online learning environment in different aspect dimensions. The results show that academic emotions are significantly improved in the first and second period of the course schedule, and tend to be stable in the second and third period of the course schedule. From the word frequency statistics, in the dimension of the teacher, students' concerns mainly focus on two aspects: One is whether they can acquire knowledge, the other is the characteristics of teachers; in the course dimension, students attach more importance to the learning; in the dimension of the platform, students' negative emotions mainly focus on four aspects: certificate, learning record, prompt and subtitle. Our research aims at providing suggestions for course design, platform improvement, and teachers' practice. [ABSTRACT FROM AUTHOR]

From a positive psychology perspective, this case study explores learners' academic emotions in giving and receiving peer feedback on second language writing and the possible influences of emotions on learners' uptake of peer feedback. The data were collected from five undergraduates at a Chinese university, including semi-structured interviews, stimulated recalls, peer feedback, students' essays and observation notes. Using content analysis, the study revealed 24 academic emotions, including positive, neutral and negative emotions. Positive emotions were found to improve the number and quality of revisions, whereas negative emotions could not necessarily impede learners' revision operations. The findings suggest the dynamic interplay among learners' positive emotions, positive characteristics and harmonious writing community. [ABSTRACT FROM AUTHOR]

Across three studies (Ns = 263, 143, and 170) conducted in STEM and non-STEM classes, we sought to disentangle the relations between emotional cost, psychological cost, and anxiety. We examined evidence for the structural, discriminant, and predictive validity of the three constructs. Results from factor analyses supported the empirical distinction between emotional cost and psychological cost in two of three studies, but did not clearly support the distinction between emotional cost and anxiety in any studies. Results from regression analyses indicated that emotional cost and psychological cost predicted academic performance with different strength, whereas emotional cost and anxiety showed similar predictive power. Together, findings suggest that emotional cost and anxiety, despite often being conceptualized as distinct constructs, have significant empirical overlap based on measures commonly used in the field, whereas there was a somewhat clearer distinction between psychological and emotional cost. [ABSTRACT FROM AUTHOR]

Introduction: The present study was conducted with the aim of determining the effectiveness of selfcompassion training on academic emotions in sixth grade male elementary school students of Zarch City. Methods: The research method was quasi -experimental with a pre -test and post -test design and a control group. The study population consisted of all the male students of the sixth grade of elementary school in Zarch city during the academic year 2021 -2022. The sample was 30 people according to the experimental research, who were selected randomly and 15 of them were randomly assigned to the experimental group and 15 of them to the control group. Pekrun et al.'s (2002) academic emotions questionnaire was used to measure the research variables. The experimental group received self-compassion training in eight 60 -minute sessions, but the control group did not receive any intervention. The data were analyzed with SPSS 22. Results: The results of multivariate covariance analysis (MANCOVA) showed that there was a significant difference between the experimental and control groups in positive and negative academic emotions of post - test. Conclusion: Self-compassion training is effective in improving academic emotions of elementary school students, and school counselors, psychologists, and other professionals in the field of working with students and education can use self-compassion training as a useful intervention to help students. [ABSTRACT FROM AUTHOR]

This study explores the perceptions of educational supervisors regarding the relationship between the utilisation of artificial intelligence (AI) applications and spatial thinking as well as academic emotions towards mathematics. The study incorporates cuttingedge AI technologies, including ChatGPT and Metaverse, in accordance with current methods of teaching mathematics. Various methodologies are employed to meet learning needs and align with labour market expectations. These include integrative, historical, systemic, and open approaches. The study employed a descriptive approach, with the research sample consisting of educational supervisors in the mathematics section at the Al-Kharj Education Department during the first semester of 2024 AD. The study used a researcher-developed questionnaire to collect opinions on the utilisation of AI applications and their relationship to spatial thinking abilities and academic emotions towards mathematics. The participants in this study were educational supervisors, who provided valuable insights to address the research questions. The findings revealed a significant correlation (Rank = 5) between their perspectives on the connection between AI applications and spatial cognition. In addition, a significant correlation (Rank = 4) was found in their perspectives regarding the connection between AI applications and the emotional response of students towards mathematics in an academic setting. The findings emphasise the importance of using AI applications to understand the challenges students face in their daily lives, particularly in terms of spatial thinking skills and academic emotions related to mathematics. These skills are crucial for success in the job market. [ABSTRACT FROM AUTHOR]

(1) Introduction: This article addresses the relationship between students' emotional experiences—mediated by their regulation strategies—and their intention of dropping out. (2) Materials and Methods: An ad hoc questionnaire was designed based on Pekrun's Control-Value Theory of Achievement Emotions focusing on three different settings (study, classroom, and exam). Data were collected from 2183 university students. Descriptive, frequency, and correlation analysis were conducted. Also, linear regression analyses and scatter plots were performed. A comparative regression analysis was used with the aim of facilitating the understanding of the mediating effect of emotional regulation strategies. (3) Results: Academic emotions were found to have a significant impact on dropout ideation. The effects of emotional regulation strategies as significant moderators in this relationship were observed, exhibiting variations depending on the context. (4) Discussion: Dropout ideation escalates in the presence of elevated levels of unpleasant emotions and diminished levels of pleasant emotions. The utility of possessing effective emotional regulation strategies becomes evident in mitigating dropout ideation during emotionally challenging academic situations. [ABSTRACT FROM AUTHOR]

Abstract Background One way of facilitating entrance into the Swedish health care system, for newly arrived physicians from outside the European Union/European Economic Area, could be to set up and offer a course aimed to enhance understanding of it. This course was offered to increase insight about clinical practices, interprofessional teamwork and topics such as, Swedish health care laws, culture, and ethics. Acceptance of, and a flexible attitude towards, interprofessional teamwork are important for maintaining both the physician’s professional identity and a high quality of patient care. The aim of this study was to investigate newly arrived physicians’, academic emotions, experience of stress and flow during a fourteen-week course, as well as attitudes to interprofessional collaboration, both before and after. Method A prospective study was conducted, with participants asked to respond on one questionnaire every course day, by using the Contextual Activity Sampling System methodology. The participants were asked to complete a questionnaire comprising ten questions about ongoing activity and in what way they experience, e.g., collaboration, interprofessional teamwork, academic emotions, flow, and stress. Furthermore, the participants were asked to score their attitude towards interprofessional teamwork by using the interdisciplinary education perception scale both before and after the course. Results The total sample comprised 27 qualified physicians, from outside the European Union/European Economic Area. In the interdisciplinary education perception scale category, “perception of actual cooperation¨, the participants had significantly higher scores after the course. Flow and academic emotions were felt mostly during own periods of study, seminars, and lectures. The academic emotions were apathy, anxiety, and boredom. The most frequently experienced academic emotion was apathy. Course participants rated stress highest in connection with the examination. Conclusion The results show that the course had a positive impact on the participants perception of actual cooperation. It appears that participating in this kind of course was a positive experience for the participants, since they mostly experienced high levels of flow. Collaborating with others was experienced as positive, with participants reporting a high degree of flow in activities during collaboration.

IntroductionIn recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out.MethodsThe study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable.ResultsDifferences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations.DiscussionGenerally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.

The present study is exploring a pathway connecting emotion regulation with academic progress. Specifically, the pattern through which emotion regulation is implicated in learning and academic progress through academic emotions and sense of coherence. This cross-sectional study involves of 406 undergraduate social science students recruited from a university in western Greece. Participants anonymously and voluntarily completed a number of self-report measures. The Emotion Regulation Questionnaire, the Sense of Coherence Scale, the Student Experience of Emotions Inventory and the Approaches to Learning and Studying Inventory, were used to measure emotion regulation, sense of coherence, academic emotional experiences and approaches to learning, respectively. Α four-stage model was tested with structural equation modelling techniques. In particular, the model examined associations between emotion regulation, sense of coherence, academic emotions, approaches to learning and academic progress. The analysis revealed pathways through which these associations appear to be maintained and driven by emotion regulation. Emotion regulation is associated with students' academic emotions that in turn are linked with approaches to learning and academic progress. Both positive and negative emotions appear to play a role in enabling an adaptive approach to learning. Moreover, sense of coherence may serve as an important meta-cognitive factor enabling students to approach the learning process more effectively. The findings are discussed in the light of the recent literature. [ABSTRACT FROM AUTHOR]

The dual-factor model of mental health has garnered substantial support, positing the necessity of encompassing both negative (e.g., psychological problems) and positive (e.g., well-being) indicators in comprehensive evaluations of people's mental health. Nonetheless, the nature of the profiles and predictors (such as academic emotions) during four years of university life lack clarity, hampering a profound understanding of mental well-being among university students. This research included 135 items designed to assess an array of depression symptoms, negative emotional experiences, life satisfaction, positive emotional experiences, and academic emotions. First, this research affirmed the applicability of the dual-factor model in the context of Chinese university students (N = 2277) with the utilization of confirmatory factor analysis (CFA). Furthermore, latent profile analysis (LPA) was employed to delineate prevalent constellations of psychological symptoms and subjective well-being within participants. The outcomes unveiled the existence of three distinct clusters: (1) Complete Mental Health, (2) Vulnerable, and (3) Troubled. Third, by employing R3stept on academic emotions and mental health classifications, this study revealed that there were associations between this variable and specific amalgams of psychological symptoms and well-being levels. These findings bear influence on the practice of mental health screening and the identification of individuals necessitating targeted interventions. [ABSTRACT FROM AUTHOR]

The adoption of online learning for adolescent students accelerated with the outbreak of the COVID-19 pandemic. However, few studies have investigated the mechanisms influencing adolescent students' online learning engagement systematically and comprehensively. This study applied the Presage-Process-Product (3P) model of learning to investigate the direct effects of presage factors (i.e., information literacy and self-directed learning skills) and process factors (i.e., academic emotions) on high school students' online learning engagement; and the mediating role of process factors. Data from 1993 high school students in China (49.3% males and 50.7% females) were analyzed using structural equation modeling. The result showed that students' information literacy, self-directed learning skills, and positive academic emotions positively predicted their online learning engagement. Moreover, the positive impact of self-directed learning skills on students' online learning engagement was significantly and largely enhanced through the mediation effects of positive academic emotions (β = 0.606, 95% CI = [0.544, 0.674]). Based on these results, to enhance adolescent students' online learning engagement, it is important for school administrators, teachers, and parents to improve students' information literacy, self-directed learning skills, and positive academic emotions. [ABSTRACT FROM AUTHOR]

In the recent pandemic times, there was an impactful transformation in imparting education which required everyone to become online learners. There has been an exponential growth in the number of e-learners attending classes online and taking MOOCs courses. This has opened an avenue for research to analyze the emotion of e-learners through reviews of students to evaluate the learning outcomes and performance of the course. Most challenging task is to find the exact pulse of the e-learners' emotions from the huge data of the e-learners reviews. The reviews on all online platforms are mostly textual and this qualitative data needs to be quantified for analysis. There is a necessity to propose contextual emotion detection of e-learners by extracting the relevant information which can be correlated to the performance of the course on e-learning platform. Further, it can be a recommendation system to the aspiring e-learners to make decision based on the satisfaction index of previous e-learners. This paper leverages deep learning techniques to train various models for academic emotion detection using dataset E-Learners Academic Reviews (ELAR) prepared from online textual feedback of e-learners and MOOCs course reviews. The Bidirectional Encoder Representations from Transformers (BERT) transfer learning model used to detect the emotions outperformed the other models. This proposed method using ELAR dataset is a novel approach to identify the right emotion of e-learners from the course reviews available on e-learning platform. The results were discussed with a benchmark of ISEAR (International Survey on Emotion Antecedents and Reactions) and GoEmotion Dataset. [ABSTRACT FROM AUTHOR]

Introduction: In the context of digital transformation of education, online training is one of the important ways for teachers to improve their professionalism and promote the quality of education. However, studies have shown that teachers' online training suffers from insufficient learning engagement and other problems, so it is crucial to explore the factors influencing teachers' learning engagement and their mechanisms of action in the context of online training. Methods: Taking 589 teachers who participated in online training as the research subjects, the study used the methods of survey research and statistical analysis to explore the influence mechanism of teachers' academic emotions and motivational beliefs on online learning engagement based on the dual perspectives of control value theory and expectancy-value theory. Results: The study found that: (1) positive-high arousal academic emotions, training self-efficacy, and training task value significantly and positively predicted online learning engagement, respectively; (2) negative-high arousal and negative-low arousal academic emotions significantly and negatively predicted online learning engagement; (3) training self-efficacy and training task value mediated the relationship between positive-high arousal academic emotions, negative-high arousal academic emotions, negative-low arousal academic emotions and online learning engagement, respectively. Discussion: The study concluded that by creating an immersive learning environment based on the educational meta universe, personalized and precise training based on big data and adaptive technologies, and establishing a multidimensional and three-dimensional online learning support service system, which can effectively improve teachers' online learning engagement and enhance their online training quality and effectiveness. [ABSTRACT FROM AUTHOR]

Abstract Some researchers have theorized that emotions while reading science texts influence learning in a wholistic way, such that overall positive or negative affect leads to different learning outcomes. Other researchers have envisioned that emotions fluctuate during reading such that the degree of cycling impacts the learning outcomes. In this study, participants read both expository and refutational science texts sentence-by-sentence. They described how each sentence made them feel and why. They completed the Force Concept Inventory before and after reading. The amount of positive emotions predicted conceptual growth for both types of texts. Students who tended to switch their emotions more often and had a variety of emotions also tended to learn more than other students. These results suggest that both types of theories could be true. An overall positive affect might be best, but the most effective students cycle through short periods of negative emotions as well. [ABSTRACT FROM AUTHOR]