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Emotions, Motivation, and Metacognition of University Students in a SPOC Context

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  • Rubén Trigueros
  • José Manuel Aguilar-Parra
  • Ana Manzano-León
  • Noelia Navarro
  • Isabel Mercader-Rubio

Abstract

New technologies are changing the way we see and understand university education, with the advent of new, more flexible organization methods capable of reaching people via class formats like Small Private Online Courses (SPOCs). However, studies which have analyzed these types of courses have focused on their implementation and not on the cognitive and emotional processes of students. Therefore, the present study aims to examine the teacher’s influence on emotions, dispositional flow, motivation, and metacognitive strategies among university students. There were 1,347 participants in this study (678 men and 669 women), ranging from 18 to 26 years of age ( M = 21.43; SD = 2.64). The results were evaluated using a descriptive statistics analysis, a reliability analysis, and a structural equations model which explains the causal relationships between the study variables. In this sense, autonomy support exerted a positive influence on positive emotions and a negative influence on negative emotions. In contrast, psychological control by the teacher positively influenced negative emotions and negatively influenced positive emotions. Moreover, positive emotions exerted a positive influence on dispositional flow, whereas negative emotions exerted a negative influence on dispositional flow. In addition, dispositional flow exerted a positive influence on autonomous motivation, metacognitive strategies, and academic performance. Finally, autonomous motivation exerted a positive influence on academic performance and metacognitive strategies. These results reveal the influence of emotions, motivation, and perception of SPOCs on the adoption of adaptive habits and academic performance among university students.

Suggested Citation

  • Rubén Trigueros & José Manuel Aguilar-Parra & Ana Manzano-León & Noelia Navarro & Isabel Mercader-Rubio, 2024. "Emotions, Motivation, and Metacognition of University Students in a SPOC Context," SAGE Open, , vol. 14(3), pages 21582440241, August.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:3:p:21582440241267365
    DOI: 10.1177/21582440241267365
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    References listed on IDEAS

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    1. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Joaquín F. Álvarez, 2019. "Validation of the Scale of Emotional States in the Physical Education Context," Sustainability, MDPI, vol. 11(18), pages 1-13, September.
    2. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Rosario Bermejo & Carmen Ferrandiz & Remedios López-Liria, 2019. "Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents," IJERPH, MDPI, vol. 16(16), pages 1-12, August.
    3. Cristina Méndez-Aguado & José M. Aguilar-Parra & Joaquín F. Álvarez & Rubén Trigueros & José A. Fernández-Archilla, 2020. "The Influence of Emotions, Motivation and Habits in the Academic Performance of Primary Education Students in French as a Foreign Language," Sustainability, MDPI, vol. 12(6), pages 1-12, March.
    4. Rubén Trigueros & Ana Padilla & José M. Aguilar-Parra & María J. Lirola & Amelia V. García-Luengo & Patricia Rocamora-Pérez & Remedios López-Liria, 2020. "The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students," IJERPH, MDPI, vol. 17(23), pages 1-11, December.
    5. Kaplan, Andreas M. & Haenlein, Michael, 2016. "Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster," Business Horizons, Elsevier, vol. 59(4), pages 441-450.
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