Affective barriers in online learning: The mediating role of negative emotions between connectedness and engagement

ORHAN ÖZEN S., SÜMER M., MAZMAN AKAR S. G.

Innovations in Education and Teaching International, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1080/14703297.2026.2744741
  • Dergi Adı: Innovations in Education and Teaching International
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, DIALNET, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
  • Anahtar Kelimeler: Perceived connectedness, negative achievement emotions, cognitive and behavioural engagement, online learning
  • Uşak Üniversitesi Adresli: Evet

Özet

This study examines the relationship between perceived connectedness and student engagement in online learning environments. It focuses on negative emotions including boredom-hopelessness, anxiety, and loneliness, that are closely related to online learning and frequently associated with student attrition. By analysing these affective states, the study investigates how negative emotions function as mediating barriers that disrupt students’ cognitive and behavioural engagement. A simple mediation analysis was conducted using Hayes’ PROCESS macro. Results showed that perceived connectedness significantly and negatively predicted negative emotions, which in turn negatively predicted cognitive and behavioural engagement. Both direct and indirect effects were significant, confirming a partial mediation model in which about 10% of the beneficial effect of connectedness on engagement operated through reduced negative emotions. Findings suggest fostering students’ sense of connectedness and emotional well-being should be a central consideration in online course design, as both play a critical role in promoting engagement in online learning.