한국 대학생의 이러닝 수업에서 학업정서 척도(e-AES) 개발 및 타당화

다국어 초록 (Multilingual Abstract)

In recent years, there has been a growing interest in the role of emotions in academic settings; however, the role of emotions in e-learning has been hardly investigated. The purpose of this study was to develop and validate the academic emotions scale which measured the students’ academic emotions during e-learning. For this study, the survey items relevant to e-learning were chosen from AEQ (Achievement Emotions Questionnaire), and then a few items newly constructed were added to the survey items. Students enrolled in two e-learning courses in a university in Korea participated in the study. Among them 992 participants completed the survey, and then the collected data was randomly assigned to three groups. Firstly, both exploratory factor analysis and confirmatory factor analysis were employed with the data from the two groups to find the dimension of the construct of the scale and to test its construct validity. As a result, 22-items were determined for the scale, e-AES(e-learning Academic Emotions Scale), and the six dimensions of e-learning academic emotions were included: enjoyment, confidence, anxiety, frustration, boredom, and learning environment anxiety. Secondly, to confirm its validity and reliability of e-AES a confirmatory factor analysis was employed with the data from the third group. The result indicated that e-AES was reliable and valid. In addition, some limitations and directions for future research were discussed.

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