Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis

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dc.contributor.authorUslu, Nilufer Atman
dc.contributor.authorDurak, Hatice Yildiz
dc.date.accessioned2024-02-23T14:20:28Z
dc.date.available2024-02-23T14:20:28Z
dc.date.issued2022
dc.departmentNEÜen_US
dc.description.abstractDue to the threat of COVID-19, many educational institutions have made urgent decisions about how to continue teaching and learning, taking their courses online. The transition from face-to-face teaching to Emergency remote teaching (ERT) has made it difficult for individuals to organize their learning processes independently. Therefore, in this period, it is expected that learner profiles will differ from traditional online learning, and there are uncertainties in this regard. The aim of this study is to examine learner profiles in ERT according to online self-regulation (SR) strategies, achievement emotion, and mindset. The study group of this research consists of 659 university students. Latent profile analysis, one-way ANOVA, and multinomial logistic regression analysis (MLA) were used in the analysis of the data. As a result of the research, four profiles emerged: (a) low SR, negative type in emotions, and low growth mindset beliefs, (b) low to moderate SR, positive type in emotion and high growth mindset belief, and (c) moderate to high SR, diversified type in emotion and fixed mindset, (d) high SR, positive type in emotion, growth mindset beliefs. MLA findings show that SR strategies, enjoyment, anxiety, gender, age, and GPA affect differences in predicting several profile memberships of learners.en_US
dc.identifier.doi10.1080/10494820.2022.2129391
dc.identifier.issn1049-4820
dc.identifier.issn1744-5191
dc.identifier.scopus2-s2.0-85139974309en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/10494820.2022.2129391
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13158
dc.identifier.wosWOS:000869245400001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInteractive Learning Environmentsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEmergency Remote Teachingen_US
dc.subjectSelf-Regulationen_US
dc.subjectAchievement Emotionsen_US
dc.subjectMindseten_US
dc.subjectLatent Profile Analysisen_US
dc.titleUnderstanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysisen_US
dc.typeArticleen_US

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