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Raccanello, D., Balbontín-Alvarado, R., Bezerra, D. da S., Burro, R., Cheraghi, M., Dobrowolska, B....Aleksander Aristovnik (2022). Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey. Learning and Instruction. 80

D. Raccanello et al.,  "Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey", in Learning and Instruction, vol. 80, 2022

@article{raccanello2022_1714685707066,
	author = "Raccanello, D. and Balbontín-Alvarado, R. and Bezerra, D. da S. and Burro, R. and Cheraghi, M. and Dobrowolska, B. and Fagbamigbe; A. F. and Ezzat Faris; M. and França, T. and González-Fernández, B. and Hall, R. and Inasius, F. and Kar, S. K. and Keržič, D. and Lazányi, K. and Lazăr, F. and Machin-Mastromatteo, J. D. and Marôco, J. and Marques, B. M. and Mejía-Rodríguez, O. and Méndez Prado, S. M. and Alpana Mishra and Cristina Mollica and Silvana Guadalupe Navarro Jiménez and Alka Obadić and Md Mamun-ur-Rashid and Dejan Ravšelj and Sanja Tatalović Vorkapić and Nina Tomaževič and Chinaza Uleanya and Lan Umek and Giada Vicentini and Özlem Yorulmaz and Ana-Maria Zamfir and Aleksander Aristovnik",
	title = "Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey",
	journal = "Learning and Instruction",
	year = "2022",
	volume = "80",
	number = "",
	doi = "10.1016/j.learninstruc.2022.101629",
	url = "https://www.sciencedirect.com/journal/learning-and-instruction"
}

TY  - JOUR
TI  - Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey
T2  - Learning and Instruction
VL  - 80
AU  - Raccanello, D.
AU  - Balbontín-Alvarado, R.
AU  - Bezerra, D. da S.
AU  - Burro, R.
AU  - Cheraghi, M.
AU  - Dobrowolska, B.
AU  - Fagbamigbe; A. F.
AU  - Ezzat Faris; M.
AU  - França, T.
AU  - González-Fernández, B.
AU  - Hall, R.
AU  - Inasius, F.
AU  - Kar, S. K.
AU  - Keržič, D.
AU  - Lazányi, K.
AU  - Lazăr, F.
AU  - Machin-Mastromatteo, J. D.
AU  - Marôco, J.
AU  - Marques, B. M.
AU  - Mejía-Rodríguez, O.
AU  - Méndez Prado, S. M.
AU  - Alpana Mishra
AU  - Cristina Mollica
AU  - Silvana Guadalupe Navarro Jiménez
AU  - Alka Obadić
AU  - Md Mamun-ur-Rashid
AU  - Dejan Ravšelj
AU  - Sanja Tatalović Vorkapić
AU  - Nina Tomaževič
AU  - Chinaza Uleanya
AU  - Lan Umek
AU  - Giada Vicentini
AU  - Özlem Yorulmaz
AU  - Ana-Maria Zamfir
AU  - Aleksander Aristovnik
PY  - 2022
SN  - 0959-4752
DO  - 10.1016/j.learninstruc.2022.101629
UR  - https://www.sciencedirect.com/journal/learning-and-instruction
AB  - The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.
ER  -