ABSTRACT

Online tests offer many advantages but they still belong to assessment, which may make learners have anxiety. Thus, students may experience certain emotion. Academic emotion is a branch of emotion and has great effects on student learning. Such effects can be associated with individual differences, especially prior knowledge. To this end, this study examined the influences of academic emotion and prior knowledge in the context of an online test. The results indicated that the positive academic emotion of high prior knowledge learners (HPKs) and low prior knowledge learners (LPKs) was connected with their pre-test scores while no connection was found for their post-test scores. Additionally, HPKs had higher positive academic emotion and lower negative academic emotion than LPKs. On the other hand, HPKs got better pre-and post-test scores than LPKs whereas LPKs had higher gain scores. Furthermore, HPKs and LPKs exhibited different behavior sequences. More specifically, LPKs tended to acquire small-scaled information from the Chinese hint only while HPKs preferred to obtain both small-scaled information and large-scaled information from the Chinese hint and sentence hint, respectively. According to the findings of this study, we develop a framework, which can be applied to help understand the needs of HPKs and LPKs.

摘要

在线测试有很多优点，但仍然属于评估，这可能会让学习者产生焦虑。因此，学生可能会体验到某种情感。学业情绪是情绪的一个分支，对学生的学习影响很大。这种影响可能与个体差异有关，尤其是先验知识。为此，本研究在在线测试的背景下考察了学术情绪和先验知识的影响。结果表明，高先验知识学习者（HPK）和低先验知识学习者（LPK）的积极学术情绪与其前测试分数有关，而与后测试分数没有联系。此外，与LPK相比，HPK的积极学术情绪较高，消极学术情绪较低。另一方面，HPK 比 LPK 获得更好的测试前和测试后分数，而 LPK 则获得更高的增益分数。此外，HPK 和 LPK 表现出不同的行为序列。更具体地说，LPK倾向于仅从中文提示中获取小规模信息，而HPK则倾向于分别从中文提示和句子提示中获取小规模信息和大规模信息。根据本研究的结果，我们开发了一个框架，可用于帮助了解 HPK 和 LPK 的需求。分别。根据本研究的结果，我们开发了一个框架，可用于帮助了解 HPK 和 LPK 的需求。分别。根据本研究的结果，我们开发了一个框架，可用于帮助了解 HPK 和 LPK 的需求。