The present study compares the structure, the longitudinal relation, and the predictive roles of emotions in-class and emotions while watching online video lectures outside of class. Participants (N = 269) reported their emotions, attentional control, and behavioral engagement associated with in-class activities and online lecture viewing at two time points in a large “flipped” undergraduate anatomy course. Overall, the longitudinal and cross-contextual relations among emotions, from emotions to learning behaviors, and from emotions to achievement were similar, whereas distinct patterns of relations were found for learning behaviors, and from learning behaviors to academic achievement. These findings are discussed within the Control-Value Theory and provide implications for supporting adaptive emotions and learning in flipped classrooms.

本研究比较了课堂内和课堂外观看在线视频讲座时情绪的结构，纵向关系以及预测作用。参加人数 = 269）报告了他们的情绪，注意力控制和与课堂活动和在线讲座观看相关的行为参与度，这是在一个大型的“翻转”本科解剖课程中的两个时间点进行的。总体而言，从情感到学习行为，从情感到成就的情感之间的纵向和跨上下文关系是相似的，而对于学习行为以及从学习行为到学术成就，则发现了不同的关联模式。这些发现在“控制价值理论”中进行了讨论，并为在翻转教室中支持适应性情绪和学习提供了启示。