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      Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction


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          Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.

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          Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology

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              School Engagement: Potential of the Concept, State of the Evidence


                Author and article information

                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                08 November 2021
                : 12
                [1] 1School of Computer Science, Sichuan Normal University , Chengdu, China
                [2] 2Department of Laboratory and Equipment Management, Sichuan Normal University , Chengdu, China
                [3] 3Faculty of Artificial Intelligence in Education, Central China Normal University , Wuhan, China
                [4] 4Shuang Liu Middle School , Chengdu, China
                Author notes

                Edited by: Xiangen Hu, University of Memphis, United States

                Reviewed by: Concetta Papapicco, University of Bari Aldo Moro, Italy; Dimitrios Stamovlasis, Aristotle University of Thessaloniki, Greece; Magdalena Mo Ching Mok, The Education University of Hong Kong, Hong Kong SAR, China; Shuliang Mo, Central China Normal University, China

                *Correspondence: Bin Jing, 1097385350@ 123456qq.com

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Copyright © 2021 Wu, Gong, Luo, Zhao, Hu, Mou and Jing.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                Page count
                Figures: 3, Tables: 2, Equations: 0, References: 75, Pages: 13, Words: 10633
                Funded by: National Social Science Fund of China, doi 10.13039/501100012456;
                Original Research

                Clinical Psychology & Psychiatry
                academic emotion,learning satisfaction,mooc,cvt,utaut,learning interest,technology acceptance


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