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

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dc.contributor.authorWang, Yurou
dc.contributor.authorZhang, Jihong
dc.contributor.authorLee, Halim
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.contributor.otherUniversity of Iowa
dc.date.accessioned2023-09-28T21:01:31Z
dc.date.available2023-09-28T21:01:31Z
dc.date.issued2021
dc.description.abstractStudents' 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.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.citationWang, Y., Zhang, J., & Lee, H. (2021). An Online Experiment During COVID-19: Testing the Influences of Autonomy Support Toward Emotions and Academic Persistence. In Frontiers in Psychology (Vol. 12). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2021.747209
dc.identifier.doi10.3389/fpsyg.2021.747209
dc.identifier.orcidhttps://orcid.org/0000-0003-2820-3734
dc.identifier.urihttps://ir.ua.edu/handle/123456789/11974
dc.languageEnglish
dc.language.isoen_US
dc.publisherFrontiers
dc.rights.licenseAttribution 4.0 International (CC BY 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectacademic persistence
dc.subjectemotion
dc.subjectautonomy support
dc.subjectonline learning
dc.subjectjoy
dc.subjectanxiety
dc.subjectCOGNITIVE TEST ANXIETY
dc.subjectFACIAL EXPRESSIONS
dc.subjectSELF-REGULATION
dc.subjectSTUDENTS
dc.subjectPERFORMANCE
dc.subjectRECOGNITION
dc.subjectEXPERIENCES
dc.subjectPREDICTORS
dc.subjectSTRATEGIES
dc.subjectMOTIVATION
dc.subjectPsychology, Multidisciplinary
dc.titleAn Online Experiment During COVID-19: Testing the Influences of Autonomy Support Toward Emotions and Academic Persistenceen_US
dc.typeArticle
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