Abstract:
The introduction of virtual and hybrid learning environments has altered the educational landscape, especially in mathematics. This study investigates the relationships among self-regulated learning (SRL) strategies, positive academic emotions (PAE), and learning satisfaction (LS) in the context of mathematics education. By examining the impact of these factors, the study aims to inform instructional practices, interventions, and the design of learning environments. Drawing on the Control-Value Theory, the study explores how academic emotions are linked to achievement-related activities, emphasizing the influence of perceived control over learning (SRL) and the subjective value assigned to tasks. The study hypothesizes a mediating effect of PAE on the relationship between SRL and LS. The research employs a correlational design, utilizing the Motivated Strategies for Learning Questionnaire (MSLQ) for SRL assessment, the Achievement Emotions Questionnaire (AEQ) for PAE, and a modified survey for LS assessment. The sample consists of 300 Secondary Education students from Bukidnon State University. Descriptive statistics and correlation analyses reveal high engagement in SRL and positive academic emotions in mathematics. The path analysis using Partial Least Squares-Structural Equation Modeling (PLS-SEM) indicates a significant direct and indirect impact of SRL on LS, with PAE mediating this relationship. The study highlights the complexity of the relationship between SRL, positive academic emotions, and learning satisfaction in mathematics. Despite lower levels of happiness and hope, effective SRL strategies are associated with increased feelings of pride and relief, emphasizing the multifaceted nature of the learning experience. The findings suggest the importance of a holistic approach in educational interventions, addressing both learning skills and emotional well-being. Educators and stakeholders are urged to consider the interdependent relationship between SRL and emotional experiences to create enriched mathematics learning environments.
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