Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction

Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to...

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Autores principales:	Changcheng Wu, Xue Gong, Li Luo, Qingling Zhao, Shan Hu, Ya Mou, Bin Jing
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	academic emotion learning satisfaction MOOC CVT UTAUT learning interest Psychology BF1-990
Acceso en línea:	https://doaj.org/article/159aab719a814908a0508ae3de574c36
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spelling	oai:doaj.org-article:159aab719a814908a0508ae3de574c362021-11-08T04:46:01ZApplying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction1664-107810.3389/fpsyg.2021.738959https://doaj.org/article/159aab719a814908a0508ae3de574c362021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.738959/fullhttps://doaj.org/toc/1664-1078Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.Changcheng WuXue GongLi LuoQingling ZhaoShan HuYa MouYa MouBin JingFrontiers Media S.A.articleacademic emotionlearning satisfactionMOOCCVTUTAUTlearning interestPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic emotion learning satisfaction MOOC CVT UTAUT learning interest Psychology BF1-990
spellingShingle	academic emotion learning satisfaction MOOC CVT UTAUT learning interest Psychology BF1-990 Changcheng Wu Xue Gong Li Luo Qingling Zhao Shan Hu Ya Mou Ya Mou Bin Jing Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction
description	Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.
format	article
author	Changcheng Wu Xue Gong Li Luo Qingling Zhao Shan Hu Ya Mou Ya Mou Bin Jing
author_facet	Changcheng Wu Xue Gong Li Luo Qingling Zhao Shan Hu Ya Mou Ya Mou Bin Jing
author_sort	Changcheng Wu
title	Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction
title_short	Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction
title_full	Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction
title_fullStr	Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction
title_full_unstemmed	Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction
title_sort	applying control-value theory and unified theory of acceptance and use of technology to explore pre-service teachers’ academic emotions and learning satisfaction
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/159aab719a814908a0508ae3de574c36
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Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction

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