An Online Experiment During COVID-19: Testing the Influences of Autonomy Support Toward Emotions and Academic Persistence

Students’ academic persistence is a critical component of effective online learning. Promoting students’ academic persistence could potentially alleviate learning loss or drop-out, especially during challenging time like the COVID-19 pandemic. Previous research indicated that different emotions and...

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Bibliographic Details
Published inFrontiers in psychology Vol. 12; p. 747209
Main Authors Wang, Yurou, Zhang, Jihong, Lee, Halim
Format Journal Article
LanguageEnglish
Published Frontiers Media S.A 11.10.2021
Subjects
academic persistence
anxiety
autonomy support
emotion
joy
online learning
Psychology
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Summary:Students’ academic persistence is a critical component of effective online learning. Promoting students’ academic persistence could potentially alleviate learning loss or drop-out, especially during challenging time like the COVID-19 pandemic. Previous research indicated that different emotions and autonomy support could all influence students’ academic persistence. However, few studies examined the multidimensionality of persistence using an experimental design with students’ real-time emotions. Using an experimental design and the Contain Intelligent Facial Expression Recognition System (CIFERS), this research explored the dynamic associations among real-time emotions (joy and anxiety), autonomy support (having choice and no choice), self-perceived persistence, self-reliance persistence, and help-seeking persistence. 177 college students participated in this study online via Zoom during COVID-19 university closure. The results revealed that having choice and high intensity of joy could promote students’ self-reliance persistence, but not help-seeking persistence. Interestingly, students who perceived themselves as more persistent experienced more joy during experiment. The theoretical and practical implications on facilitating students’ academic persistence were discussed.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Johan Korhonen, Åbo Akademi University, Finland
Reviewed by: Francesca D’Errico, University of Bari Aldo Moro, Italy; Liuqing Wei, Hubei University, China
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.747209