Achievement Emotions in Online vs. In-Person Lectures: The Case of Egyptian Undergraduates During the COVID-19 Pandemic

Achievement Emotions in Online vs. In-Person Lectures: The Case of Egyptian Undergraduates During the COVID-19 Pandemic

Dina Abdel Salam El-Dakhs, Ahmed Masrai, Mervat M. Ahmed, Jeanette Altarriba
Copyright: © 2022 |Pages: 21
DOI: 10.4018/IJWLTT.302635
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Abstract

This study compared the achievement emotions of Egyptian undergraduates in online versus in-person classes. A sample of 147 students completed an adapted version of the Achievement Emotions Questionnaire concerning class-related matters. Additionally, 50 students completed written interviews regarding their emotional reactions. The results showed that students experienced higher levels of positive emotions and lower levels of negative emotions in in-person classes as compared to online classes. In terms of in-person classes, students appreciated having direct contact with teachers and other students and enjoyed better understanding of the lectures. However, they did not feel comfortable about asking/answering questions or taking sudden tests/quizzes. In terms of online classes, students appreciated feeling comfortable at home, saving time/effort as they did not commute to the university and having more accessible learning resources. However, they faced several technical problems and did not manage well with the lack of direct interaction with teachers and other students.
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Theoretical Framework

The control-value theory of achievement emotions provides an integrative framework for analyzing antecedents and effects of achievement emotions in learning (Pekrun, 2006). According to this theory, achievement emotions rely on two important antecedents: (1) the subjective control over learning, and (2) the subjective value for learning. Subjective control refers to the perceived controllability of achievement-related actions and outcomes while subjective value refers to the subjective importance attached to these achievement activities and outcomes (Pekrun & Stephens, 2010).

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