The connection between distance learning profiles and achievement emotions in secondary mathematics education

• Anni Sydänmaanlakka ^[1] ; Jokke Häsä ^[2] ; Marja Eliisa Holm ^[2] ; Markku S. Hannula ^[1]
  1. [1] University of Helsinki

     University of Helsinki

     Helsinki, Finlandia

     
  2. [2] Finnish Institute for Health and Welfare, Helsinki
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 1, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-024-00937-z
• Enlaces
  • Texto completo
• Resumen

  • 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.

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