Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning
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Negative activating emotions such as anxiety tend to suppress the deep cognitive and metacognitive strategies that self-regulated learning relies on, while positive emotions support them.
“Artino and Jones (2012) similarly show that negative activating emotions such as anxiety tend to suppress the deep cognitive and metacognitive strategies that SRL relies on, while positive emotions support them.”
From Co-Designing For Integrity: A Student Partnership Approach to Developing Ethical AI Literacy Resources in Higher Education (2026) · cites this paper as Artino and Jones, 2012
The empirical pattern observed, including anxiety disrupting forethought and reflection, supports Pekrun's and Artino and Jones's contention that affective and cognitive regulation should not be treated as separable.
“The empirical pattern we observed, including anxiety disrupting forethought and reflection, supports Pekrun's (2006) and Artino and Jones's (2012) contention that affective and cognitive regulation should not be treated as separable.”
From Co-Designing For Integrity: A Student Partnership Approach to Developing Ethical AI Literacy Resources in Higher Education (2026) · cites this paper as Artino and Jones, 2012
Cites
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566 · cited 10× · see citing works
“That is, control and value appraisals are thought to affect emotions, but emotions can reciprocally influence these cognitive appraisals (Pekrun, 2006).”
BackgroundMethodResultInfluentialReliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646 · see citing works
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004) · Review of Educational Research · doi:10.3102/00346543074003379 · Cited by 1,761 · see citing works
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009) · Journal of Educational Psychology · doi:10.1037/a0013383 · Cited by 1,255 · see citing works
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Broadbent, J., & Poon, W. L. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.04.007 · Cited by 1,692 · see citing works
Comparing online and blended learner's self-regulated learning strategies and academic performance
Broadbent, J. (2017) · The Internet and Higher Education · doi:10.1016/j.iheduc.2017.01.004 · Cited by 679 · see citing works
Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101356 · Cited by 250 · see citing works
Why college students procrastinate in online courses: A self-regulated learning perspective
Cheng, S.-L., & Xie, K. (2021) · The Internet and Higher Education · doi:10.1016/j.iheduc.2021.100807 · Cited by 93 · see citing works
Kim, C., & Bennekin, K. N. (2016) · Instructional Science · doi:10.1007/s11251-015-9366-5 · Cited by 22 · see citing works
Taptamat, N., Holt, M., McGrath, D., & McElligott, T. (2026) · Journal of University Teaching and Learning Practice · doi:10.53761/m1vv5t24
- Authors
- Artino, A. R., & Jones, K. D.
- Affiliations
- Uniformed Services University of the Health Sciences (US)
- Corresponding author
- Artino, Anthony R.
- ORCID
- Artino, Anthony R.
- Venue
- The Internet and Higher Education
- Publisher
- Elsevier BV
- Published
- 2012-06
- Volume
- 15
- Issue
- 3
- Pages
- 170-175
- ISSN
- 1096-7516 (ISSN-L)
- OpenAlex
- W2113684409
- Cited by
- 356
- References
- 4
- Citations by year
- 2026: 26 · 2025: 15 · 2024: 35 · 2023: 36 · 2022: 48 · 2021: 49 · 2020: 37 · 2019: 26 · 2018: 20 · 2017: 9 · 2016: 20 · 2015: 21 · 2014: 10 · 2013: 3 · 2012: 1
- FWCI
- 54.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Internet and Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- achievement emotions, student self-regulation, online learning, boredom, frustration, enjoyment, elaboration, metacognition, undergraduate students
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