ERIC Number: EJ1456367
Record Type: Journal
Publication Date: 2025-Mar
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: EISSN-1878-5174
Available Date: N/A
The Connection between Distance Learning Profiles and Achievement Emotions in Secondary Mathematics Education
European Journal of Psychology of Education, v40 n1 Article 35 2025
During the COVID-19 pandemic, distance learning became the dominant form of education, utilizing a variety of technological resources to activate students and facilitate independent learning. In this study, latent profile analysis was used to identify different distance learning profiles and analysis of covariance was used to analyze the relationships between identified profiles and students' (n = 552) achievement emotions in Finnish upper secondary schools (n = 18). The results supported a four-profile model contrasting teaching practices against student involvement: the largest profile (32.97%) was characterized as "deactivating-distracted," followed by "deactivating-engaged" (24.92%) and "activating-engaged" (24.64%), with the smallest profile (17.57%) being "activating-distracted." Here, activation refers to teaching practices with a focus on student participation and school support, whereas distraction reflects students' involvement in the distance learning environment. Notably, the "activating-engaged" profile exhibited the most positive achievement emotions, while the "deactivating-distracted" profile was associated with the most negative emotions. These results highlight the importance of active participation, promoting engagement, and the need for support in distance learning contexts to foster students' positive achievement emotions.
Descriptors: Distance Education, Profiles, Academic Achievement, Psychological Patterns, Secondary School Mathematics, Secondary School Students, COVID-19, Pandemics, Foreign Countries, Student Participation
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A
Author Affiliations: N/A