The Relationship Among University Students’ Perceived Social Support, Task Value And Online Learning Satisfaction:the Role Of Academic Emotions

With the wave of new curriculum, Student-centered philosophy gradually seep into teaching, The e-learning is a concrete manifestation of this reform. Many colleges and universities have gradually introduced e-learning, but the research about online learning is few, and it is lack of large-scale empirical study. Therefore, this study investigated students who participate in online learning from Central China Normal University to explore the relationship among outside support (teacher support and peer support), academic emotions (joy, frustration and boredom), task value and online learning satisfaction by using questionnaires. Conclusions of this research are as follows:(1) The students from different grade have significant different academic emotions, and no significant in online learning satisfaction. Compared with the freshmen and sophomores, juniors experienced more joy in online courses and freshmen experienced more joy than sophomores as well. The juniors even experienced less frustration and boredom than the freshmen and sophomores, while freshman and sophomores have no significant difference on these negative emotions.(2) The online course experience has a significant impact on the academic emotions and online learning satisfaction. The learners who took several online courses experienced significantly more joy on online learning than the learners who were the first time to take an online course, the learners who took several online courses experienced significantly less frustration and boredom on online learning than the learners who were the first time to take an online course; learners who took several online courses have significantly higher online learning satisfaction than the students who were the first time to take online courses.(3) Joy and frustration mediate the relationship between teachers support and online learning satisfaction, the mediating effect of boredom is not significant, and the peer support has not significant influence on online learning satisfaction.(4) Joy and frustration mediate the relationship between the task value and online learning satisfaction, the mediating effect of boredom is not significant.