Undergraduate student perceptions of teaching quality and achievement emotions in an online setting

LAURA NICHOLSON, Kaiqi Shao, GULSAH KUTUK, Luke Fryer, Jidong Guo

Research output: Contribution to conferencePaperpeer-review


Objectives: This study used the control-value theory of achievement emotions to investigate the relationships between Chinese undergraduate students’ perceived online teaching quality, control-value appraisals and achievement emotions in an online second language learning context instigated by the COVID-19 pandemic. It was hypothesised that control and value appraisals would mediate the relationship between perceived online teaching quality and achievement emotions.
Design: This was a cross-sectional, correlational study conducted during the COVID-19 pandemic.
Methods: A sample of 1,503 undergraduate students from ten universities located across China completed questionnaires measuring perceived teacher information and communication technology (ICT) competence, perceived chaotic teaching structure, control and value appraisals, and achievement emotions (enjoyment, anxiety and boredom) regarding their online English class. The data were analysed via structural equation modelling.
Results: Perceived teacher ICT competence was positively related to enjoyment, but negatively related to anxiety and boredom; these relationships were fully mediated by control and/or value appraisals. Perceived chaotic teaching structure was negatively related to enjoyment, and positively related to anxiety and boredom. The relationships between chaotic teaching structure and enjoyment and anxiety were fully and partially mediated by perceived control, respectively.
Conclusions: Student perceptions of their online teaching quality is critical for their appraisals and emotions towards their second language learning. Initial teacher education and continuous professional development programs should fully prepare teachers for various teaching formats including unplanned online teaching. Interventions aiming to change a specific emotion should directly target the precise combinations of online teaching characteristics and control-value appraisals found to be instrumental here.
Original languageEnglish
Publication statusPublished - 14 Sept 2022
EventBritish Psychological Society Psychology of Education Section Annual Conference - Oxford, UK
Duration: 14 Sept 202215 Sept 2022


ConferenceBritish Psychological Society Psychology of Education Section Annual Conference


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