Abstract
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.
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 language | English |
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| Publication status | Published - 14 Sept 2022 |
| Event | British Psychological Society Psychology of Education Section Annual Conference - Oxford, UK Duration: 14 Sept 2022 → 15 Sept 2022 |
Conference
| Conference | British Psychological Society Psychology of Education Section Annual Conference |
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| Period | 14/09/22 → 15/09/22 |