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The use of online learning and hybrid instruction has exponentially grown in higher education institutions since the onset of the Covid-19 pandemic and so has a growing interest by researchers and educators to determine contextual and individual factors that influence learner’s performance in Online Learning Environments. The purpose of the present study was to examine achievement emotions, and the correlations with their antecedents including Online Learning Self Efficacy, social interaction, task demands, perceived academic control, and orientation goals in a sample of 67 higher education students drawn from Finland, Kenya, Nigeria, and Italy, and how they in turn influence learning performance through a mixed-methods approach. Correlation analysis revealed significant correlations between specific achievement emotions and performance constructs. Positive emotions such as enjoyment, hope, and pride were discovered to be positively related to performance measures while anxiety and hopelessness showed negative correlations with performance, indicating a negative impact on learning outcomes. The qualitative findings emphasized the importance of positive emotions in increasing engagement, motivation, and interest in virtual classrooms. These findings point out the significance of considering students’ emotional experiences and their impact on their academic achievement. They also emphasize the importance of blended learning and hybrid online learning modes, which allow students to engage in a mix of online and in-person connections, which could impact their emotional states and their subsequent performance. The findings from the study can help to shape the development of effective instructional strategies that promote positive emotions, reduce negative ones, and improve students’ emotional well-being and academic achievement in higher education settings. |
