Research Article
How Activity Focus Emotions Influence Cognitive Engagement in Asynchronous Learning
@INPROCEEDINGS{10.4108/eai.2-11-2024.2354559, author={Putri Sukma Deri and Izzanil Hidayati and Silvi Juwita}, title={How Activity Focus Emotions Influence Cognitive Engagement in Asynchronous Learning}, proceedings={Proceedings of the 3rd International Conference on Psychology and Health Issues, ICoPHI 2024, 2 November 2024, Padang, West Sumatera, Indonesia}, publisher={EAI}, proceedings_a={ICOPHI}, year={2025}, month={2}, keywords={asynchronous activity focus emotion cognitive engagement}, doi={10.4108/eai.2-11-2024.2354559} }- Putri Sukma Deri
Izzanil Hidayati
Silvi Juwita
Year: 2025
How Activity Focus Emotions Influence Cognitive Engagement in Asynchronous Learning
ICOPHI
EAI
DOI: 10.4108/eai.2-11-2024.2354559
Abstract
Asynchronous learning is a learning setting that is currently popular, especially to answer the needs of current developments and efforts to adapt to pandemic situations. On the other hand, learning in an asynchronous setting presents its own challenges. Not all students are able to remain engaged with the learning process when learning is carried out independently. Meanwhile, students need an in-depth learning process. Cognitive engagement is believed to be influenced by the emotional experiences one feels in the learning process. The aim of this research is to find out how activity focus emotion (enjoyment, anger and boredom) influences cognitive engagement in asynchronic learning. The multiple linear regression test carried out shows the results that the influence of activity focus emotion (enjoyment, anger and boredom) together can have a significant influence on cognitive engagement. The contribution made by emotions to engagement is 57%. Meanwhile, separately, only the emotion of enjoyment has a positive influence on cognitive engagement (p < .001). There was no significant influence of negative emotions (boredom and anger) on cognitive engagement in asynchronous learning.
