ArticleEducation and information technologies2021
Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19.
Article in Education and information technologies, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 2 of them syntheses that pooled it.
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Who cites it
16 citing papers in PubMed, 2 syntheses or guidelines pooled it, 99 citations in OpenAlex.
- The impact of achievement emotions on learning performance in online learning context: a meta-analysis.Frontiers in psychology · 2025Pooled it
- Exploring the effects of achievement emotions on online learning outcomes: A systematic review.Frontiers in psychology · 2022Pooled it
- How technostress creators are associated with cognitive overload: the mediating role of emotional exhaustion in academia.BMC psychology · 2026Article
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- Adaptive user interfaces for wearable medical devices using deep Q-learning and Golden Jackal Optimization.Scientific reports · 2025Article
- Exploring emotional learning and its impact on student behavior, well-being, and resilience using structural equation modeling.Scientific reports · 2025Article
- The latent profile structure of negative emotion in female college students and its impact on eating behavior: the mediating role of physical exercise.Frontiers in public health · 2025Article
- News Coverage of the COVID-19 Pandemic on Social Media and the Public's Negative Emotions: Computational Study.Journal of medical Internet research · 2024Article
- Article
- Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China.Australian journal of psychology · 2024Article
- Achievement Emotions of Medical Students: Do They Predict Self-regulated Learning and Burnout in an Online Learning Environment?Medical education online · 2023Article
- Understanding students' self-regulated learning and anxiety in online English courses in higher education.Heliyon · 2023Article
- Stress development during emergency remote teaching in higher education.Learning and individual differences · 2022Article
- The relationship between information overload and state of anxiety in the period of regular epidemic prevention and control in China: a moderated multiple mediation model.Current psychology (New Brunswick, N.J.) · 2022Article
- Optimization of Students' Performance Prediction through an Iterative Model of Frustration Severity.Computational intelligence and neuroscience · 2022Article
- Communication Apprehension and Psychological Well-Being of Students in Online Learning.Behavioral sciences (Basel, Switzerland) · 2021Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Learning related emotions (LREs) are determinant for students' achievement both in face-to-face and online education. Research has also shown that LREs tend to affect technology acceptance which in turn affects learning outcomes as well. Today though, the negative psychological impact of the COVID-19 crisis and the sudden transmission to obligatory remote education might yield different functions of emotions and acceptance on learning outcomes. In this context, the current study seeks to model the relations between students' negative emotions, acceptance of (emergency) remote education, and self-perceived knowledge improvement. The suggested model was examined and validated on 116 university students that attended fully remote courses in Greece during the COVID-19 crisis. The results suggested that negative emotions of boredom and cognitive load are significant predictors of students' acceptance of remote learning components: i) online attending a lecture, ii) online communicating with professor, and iii) online collaborating with peers. Anxiety directly affected perceived knowledge improvement, boredom, and cognitive load; Boredom was also affected by cognitive load. In addition, acceptance of remote learning components indirectly affected perceived knowledge improvement mediated by learnability. Boredom was the strongest predictor of online attending a lecture and online collaborating with peers, while online communication with professor was the strongest predictor of learnability. The contribution of this study and the structural findings are further discussed in the paper.
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