Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/14356
Title: Influence of students' affective and conative factors on laboratory learning: Moderating effect of online social network attention
Authors: Hwang, WY
Kongcharoen, C
Ghinea, G
Keywords: affective factor;conative factor;learning achievement;nline social network attention
Issue Date: 2016
Citation: Eurasia Journal of Mathematics, Science and Technology Education, 2017, 13 (3), pp. 1013 - 1024
Abstract: According to aptitude theory, the measures of aptitude include not only cognitive factors but also affective factors (i.e., emotions) and conative factors (i.e., motivation) that can influence students’ learning achievement (LA). Therefore, this study employed structural equation modelling from experimental data of 96 college students to investigate the effects of affective factors and conative factors on LA using online social network (OSN) attention as a moderating factor. The results confirmed that there are significant differences between student engagement and LA for overall group and student engagement, affective scores, and LA for the high OSN attention group. There are no significant differences for the low OSN attention group. Moreover, learning achievement can better facilitate the effects of the affective and conative levels for students with high rather than low OSN attention. In conclusion, the moderation of OSN attention shows that there are relationships that differ significantly across the high and low OSN attention groups.
URI: http://bura.brunel.ac.uk/handle/2438/14356
DOI: http://dx.doi.org/10.12973/eurasia.2017.00655a
ISSN: 1305-8215
Appears in Collections:Dept of Computer Science Research Papers

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