Investigating students’ emotional self-efficacy profiles and their relations to self-regulation, motivation, and academic performance in online learning contexts: A person-centered approach

心理学 自我效能感 背景(考古学) 透视图(图形) 学业成绩 社会心理学 自主学习 应用心理学 发展心理学 计算机科学 古生物学 人工智能 生物
作者
Jun Yu,Changqin Huang,Tao He,Xizhe Wang,Linjie Zhang
出处
期刊:Education and Information Technologies [Springer Science+Business Media]
卷期号:27 (8): 11715-11740 被引量:11
标识
DOI:10.1007/s10639-022-11099-0
摘要

Emotional self-efficacy is a vital component in student academic engagement and performance, but few studies have identified emotional self-efficacy profiles from a person-centered perspective and examined their relations to self-regulation, motivation and academic performance in online learning environments. To address this gap, we performed latent profile analysis on a dataset of 318 students and identified four profiles, namely, low, average, above average with a low ability to handle the emotions of others and high emotional self-efficacy profiles. The results of a multinomial logistic regression further indicated that self-regulation (i.e., goal setting, time management, task strategies and help seeking) and motivation (i.e., identified regulation and external regulation) played significant roles in determining profile membership. Furthermore, students who possessed high emotional self-efficacy also achieved better academic performance than the other three profiles. The results not only reinforce the understanding of students’ emotional self-efficacy in online learning but also offer researchers both methodological and theoretical insights concerning students’ emotional self-efficacy. Moreover, the study also reveals a potential relationship between leveraging students’ self-regulation and motivation to improve their emotional self-efficacy in an online learning context.
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