Emotions, Motivation, and Metacognition of University Students in a SPOC Context
Bibliographic Data
| ID | 16915165 |
|---|---|
| Authors | Ruben Trigueros (0000-0001-8489-5179, University of Almería, corresponding author), José Manuel Aguilar-Parra (0000-0002-6703-0680, University of Almería), Ana Manzano-León (0000-0001-6966-0355, University of Almería), Noelia Navarro, Noelia Navarro Gómez (0000-0002-6093-648X, University of Almería), Isabel Mercader Rubio (0000-0003-1712-4571, University of Almería), Isabel Mercader-Rubio |
| Year | 2024 |
| Volume | 14 |
| Issue | 3 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440241267365 |
| OpenAlex | W4402071426 |
| Language | EN |
| Citations received | 1 |
| References cited | 55 |
New technologies are changing the way we see and understand university education, with the advent of new, more flexible organization methods capable of reaching people via class formats like Small Private Online Courses (SPOCs). However, studies which have analyzed these types of courses have focused on their implementation and not on the cognitive and emotional processes of students. Therefore, the present study aims to examine the teacher’s influence on emotions, dispositional flow, motivation, and metacognitive strategies among university students. There were 1,347 participants in this study (678 men and 669 women), ranging from 18 to 26 years of age ( M = 21.43; SD = 2.64). The results were evaluated using a descriptive statistics analysis, a reliability analysis, and a structural equations model which explains the causal relationships between the study variables. In this sense, autonomy support exerted a positive influence on positive emotions and a negative influence on negative emotions. In contrast, psychological control by the teacher positively influenced negative emotions and negatively influenced positive emotions. Moreover, positive emotions exerted a positive influence on dispositional flow, whereas negative emotions exerted a negative influence on dispositional flow. In addition, dispositional flow exerted a positive influence on autonomous motivation, metacognitive strategies, and academic performance. Finally, autonomous motivation exerted a positive influence on academic performance and metacognitive strategies. These results reveal the influence of emotions, motivation, and perception of SPOCs on the adoption of adaptive habits and academic performance among university students
Cognition · Cognitive psychology · Metacognition · Innovative Teaching and Learning Methods · Neuroscience · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology
Self-Determination Theory
The Concept of Flow
Motivation and social cognitive theory
On the Performance of Maximum Likelihood Versus Means and Variance Adjusted Weighted Least Squares Estimation in CFA
Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.
Flow
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
Student Engagement
Psychologically controlling teaching
In Search of Golden Rules
Principles and practice in reporting structural equation analyses.
Structural Equation Models with Unobservable Variables and Measurement Error
Determining Sample Size for Research Activities
The Relative Trustworthiness of Inferential Tests of the Indirect Effect in Statistical Mediation Analysis
Psychological Needs and the Facilitation of Integrative Processes
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students
Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents
Structural equation modeling in practice
High school physical education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |