The impact of achievement emotions on learning performance in online learning context: A meta-analysis

Mengmeng QiWenying LiuMingyue LiGaoge WangBowen Liu^*

• Central China Normal University, Wuhan, China

In online learning context, achievement emotions are of great significance and exert an influence on students' learning performance. However, the research conclusions about the impact of achievement emotions on learning performance are not uniform. This research carried out a metaanalysis to explore the effects of achievement emotions on students' learning performance in the online learning setting. It relied on 21 studies published in international journal papers from 2012 to 2024. Moreover, multiple moderating variables were investigated in the models, such as learner levels, disciplines, online learning styles, technological types, and types of performance measure.The results indicated that there was a moderately positive correlation (r = 0.478) between positive emotions and online learning performance in general, and a moderately negative correlation (r = -0.303) between negative emotions and online learning performance overall. The moderator analyses showed that elements like technological types and performance measure types had a prominent influencing role in the relationship. We then analyzed and deliberated on these findings and probed into the implications for future research and practical uses.