The role of flexible thinking and academic achievement emotions in predicting goal-setting, time management, and self-evaluation in online learning: a multi-group analysis

The purpose of this study is to examine the effect of flexible thinking and achievement emotions in predicting goal-setting, time management, and self-evaluation in the context of online learning. In the study, 438 students at six different universities participated. The proposed structural model wa...

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Bibliographic Details
Published in:Interactive learning environments 2024-10, Vol.32 (9), p.5332-5354
Main Authors: Yildiz Durak, Hatice, Atman Uslu, Nilüfer
Format: Article
Language:English
Subjects:
Academic achievement
academic achievement emotions
Colleges & universities
Distance learning
Electronic Learning
Emotions
Flexible thinking
Goal setting
Influence of Technology
Self evaluation
Self Evaluation (Individuals)
self-regulation
Structural models
Students
Time management
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Summary:The purpose of this study is to examine the effect of flexible thinking and achievement emotions in predicting goal-setting, time management, and self-evaluation in the context of online learning. In the study, 438 students at six different universities participated. The proposed structural model was analyzed by PLS-SEM. In the structural model, the relationships between open-mindedness in learning, learning technology acceptance, and adapting to new technologies in flexible thinking-related learning were confirmed. A positive direct effect on enjoyment, pride goal-setting, time management, and self-evaluation from academic achievement emotions was found. Boring has a direct negative effect on these constructs. On the other hand, the hypotheses that concern affected time management and self-evaluation were accepted. According to the test results of the proposed model, the variance was 43.3% for goal-setting, 33.7% for time management, and 27.8% for self-evaluation. In addition, the path coefficients for the proposed model were examined by multigroup analysis to whether there is a significant difference according to gender. In the sub-sample consisting of female students, the path coefficient for the relationship between the dimensions of flexible thinking and enjoyment was found to be higher than for males, and this difference was found to be statistically significant.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2023.2214180