Abstract
We examined students’ academic emotions and enacted behavioral regulation in time management and effort within an asynchronous online college class. Using self-reported emotions and analytic indicators of time management and effort regulation across three time periods, we identified three profiles of emotions and behavioral regulation. The relationship between these profiles and course performance was also analyzed. Behavioral regulation indicators were triangulated with self-report data, confirming both the construct validity of these indicators and their role in predicting online class performance. Implications are discussed to guide research and practice regarding online college students’ time management, effort regulation, and emotions.
| Original language | English |
|---|---|
| Pages (from-to) | 352-368 |
| Number of pages | 17 |
| Journal | Educational Technology and Society |
| Volume | 28 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2025 |
Bibliographical note
Publisher Copyright:© Creative Commons CC-BY-NC-ND 3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/).
Funding
This research was supported by the Igniting Research Collaborations grant, funded by the Vice President for Research at the University of Kentucky.
| Funders |
|---|
| University of Kentucky |
Keywords
- Academic emotions
- Effort regulation
- Learning analytics
- Self-regulated learning
- Time management
ASJC Scopus subject areas
- Education
- Sociology and Political Science
- General Engineering
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