Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning

Online learning continues to grow, but there is limited empirical research on the personal factors that influence success in online contexts. This investigation addresses this research gap by exploring the relations between several discrete achievement-related emotions (boredom, frustration, and enjoyment) and self-regulated learning behaviors (elaboration and metacognition) in an online course. Results from a survey of 302 undergraduates participating in an online course indicated that enjoyment, a positive activating emotion, was a positive predictor of elaboration and metacognition. Moreover, consistent with previous findings from a similar sample, frustration, a negative activating emotion, emerged as a positive predictor of metacognition. Implications for the theory, research, and practice of online learning are discussed, as are theoretical implications for understanding students' achievement emotions and self-regulated learning behaviors. ► Results generally support the theoretical assumptions of control-value theory. ► Findings suggest that emotions are linked to self-regulated learning behaviors. ► Emotions labeled as “negative” can potentially produce “positive” outcomes.