Structural Relationships between Learning Emotion and Knowledge Organization and Management Processes in Distance Learning Environments: "An Applied Study".

Autor: Saleh S; The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia.; Department of Educational Technology, Faculty of Education, Sohag University, Sohag 82524, Egypt., AlAli R; The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia., Wardat Y; Higher Colleges of Technology, Al Ain 15551, United Arab Emirates., Al-Qahtani M; The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia.; Department of Educational Leadership, Faculty of Education, King Faisal University, Al-Ahsa 31982, Saudi Arabia., Soliman Y; Applied College, King Faisal University, Al-Ahsa 31982, Saudi Arabia., Helali M; The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia.
Jazyk: angličtina
Zdroj: European journal of investigation in health, psychology and education [Eur J Investig Health Psychol Educ] 2023 Aug 24; Vol. 13 (9), pp. 1569-1589. Date of Electronic Publication: 2023 Aug 24.
DOI: 10.3390/ejihpe13090114
Abstrakt: The widespread adoption and expansion of distance learning necessitates the consideration of issues related to learning passion, which is the strong desire of learners towards a specific activity of high value and meaning that enables the use of relevant cognitive and behavioral strategies to acquire, store, apply, share, use, absorb, and create knowledge. The current study aimed to measure learners' practices of learning emotion processes, knowledge management, and organization in distance learning environments using tangible indicators. The study utilized a descriptive correlational approach to identify the effects of the study variables, including learning emotion (harmonious passion-emotional obsession), on knowledge management through the mediating role of self-regulation in distance learning environments. The results show that learners' practices of learning emotion processes, knowledge management, and organization in distance learning environments were higher than average, and there was a significant correlation between emotion, self-regulation, and knowledge management. Additionally, learning emotion (harmonious passion and emotional obsession) had a statistically significant effect on self-organization processes and knowledge management. Structural equation modeling analysis confirmed the validity of the proposed path model, indicating that self-regulation plays a crucial role in mediating the relationship between emotion and knowledge management in distance learning environments.
Databáze: MEDLINE
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