Proceedings of the 2nd International Conference on Psychology and Health Issues, ICoPHI 2023, 4 November 2023, Padang, West Sumatera, Indonesia

Research Article

Achievement Emotion: What Do Students Feel When Studying Online?

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  • @INPROCEEDINGS{10.4108/eai.4-11-2023.2344359,
        author={Putri Sukma Deri and Rahmah Rezki Elvika and Izzanil Hidayati},
        title={Achievement Emotion: What Do Students Feel When Studying Online?},
        proceedings={Proceedings of the 2nd International Conference on Psychology and Health Issues, ICoPHI 2023, 4 November 2023, Padang, West Sumatera, Indonesia},
        publisher={EAI},
        proceedings_a={ICOPHI},
        year={2024},
        month={3},
        keywords={achievement emotion online syncronous asynchronous},
        doi={10.4108/eai.4-11-2023.2344359}
    }
    
  • Putri Sukma Deri
    Rahmah Rezki Elvika
    Izzanil Hidayati
    Year: 2024
    Achievement Emotion: What Do Students Feel When Studying Online?
    ICOPHI
    EAI
    DOI: 10.4108/eai.4-11-2023.2344359
Putri Sukma Deri1,*, Rahmah Rezki Elvika1, Izzanil Hidayati1
  • 1: Universitas Negeri Padang
*Contact email: psukmaderi@fpk.unp.ac.id

Abstract

Emotions were found to be a predictor of the success of implementing the learning process. In particular, emotions can have an influence on individual academic achievement, motivation, self-regulation and cognitive processes. In the field of education, emotions that are directly related to learning achievement activities and learning achievement results are called achievement emotions. This research was conducted to explore the achievement emotion description of students who took part in the synchronous and asynchronous online learning process. The subjects in this research were 494 undergraduate students who took part in synchronous and asynchronous online learning. Data collection was carried out using the Achievement Emotion Questionnaire - a Short Form instrument. The results of this research show that there are 4 emotions that are higher than others when learning synchronously and asynchronously, namely the emotions of enjoyment (M= 15.555; 14.727), hope (M= 15.093; 14.763), pride (M= 16.318; 15.729) and anxious (M= 13.433; 12.725). Meanwhile, the emotions that are not very prominently felt by students are anger (M= 8.326; 8.745), hopelessness (M= 9.395; 9.664), boredom (M= 9.690; 9.733); shame (M = 11.561; 11.158).