Moderating Effects of Academic Emotions between Perceived Academic Control and Self-Regulated Learning in Online Courses
Abstract: This study aims at examining the moderating effects of academic emotions (enjoyment, anxiety, and boredom) between perceived academic control and self-regulated learning in online courses. According to previous research self-regulation is recognized as a critical factor for successful online learning while students' perceived control and academic emotions are important antecedents of self-regulated learning. Participants in this study were 426 Korean college students enrolled in online courses and hierarchical regression analysis was conducted to test the moderating effects of enjoyment, anxiety, and boredom on self-regulated learning. The results showed that boredom and anxiety had significant moderating effects between perceived academic control and self-regulated learning. Although enjoyment positively predicted self-regulated learning, no significant moderating effect was found. Effective moderating roles of academic emotions to facilitate students’ self-regulated learning in online courses were suggested based on the outcomes of the research.