The role of flexible thinking and academic achievement emotions in predicting goal-setting, time management, and self-evaluation in online learning: a multi-group analysis

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dc.contributor.authorDurak, Hatice Yildiz
dc.contributor.authorUslu, Nilufer Atman
dc.date.accessioned2024-02-23T14:20:28Z
dc.date.available2024-02-23T14:20:28Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractThe purpose of this study is to examine the effect of flexible thinking and achievement emotions in predicting goal-setting, time management, and self-evaluation in the context of online learning. In the study, 438 students at six different universities participated. The proposed structural model was analyzed by PLS-SEM. In the structural model, the relationships between open-mindedness in learning, learning technology acceptance, and adapting to new technologies in flexible thinking-related learning were confirmed. A positive direct effect on enjoyment, pride goal-setting, time management, and self-evaluation from academic achievement emotions was found. Boring has a direct negative effect on these constructs. On the other hand, the hypotheses that concern affected time management and self-evaluation were accepted. According to the test results of the proposed model, the variance was 43.3% for goal-setting, 33.7% for time management, and 27.8% for self-evaluation. In addition, the path coefficients for the proposed model were examined by multigroup analysis to whether there is a significant difference according to gender. In the sub-sample consisting of female students, the path coefficient for the relationship between the dimensions of flexible thinking and enjoyment was found to be higher than for males, and this difference was found to be statistically significant.en_US
dc.identifier.doi10.1080/10494820.2023.2214180
dc.identifier.issn1049-4820
dc.identifier.issn1744-5191
dc.identifier.scopus2-s2.0-85161090322en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/10494820.2023.2214180
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13159
dc.identifier.wosWOS:000996105800001en_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.subjectFlexible Thinkingen_US
dc.subjectAcademic Achievement Emotionsen_US
dc.subjectGoal Settingen_US
dc.subjectTime Managementen_US
dc.subjectSelf-Evaluationen_US
dc.subjectSelf-Regulationen_US
dc.titleThe role of flexible thinking and academic achievement emotions in predicting goal-setting, time management, and self-evaluation in online learning: a multi-group analysisen_US
dc.typeArticleen_US

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