Elementary Learners Emotions, Emotion Regulation, and Enjoyment During Asynchronous Online Learning

This study aimed to investigate elementary learners’ emotions, emotion regulation, and enjoyment as they experienced asynchronous online learning in the post-pandemic context. Gross’s (2006) Process Model of Emotion Regulation was used to investigate the interrelationships between these three components, resulting in theoretical and practical advancement in the field of study. A total of 14 Malaysian elementary learners participated in this study. Data were collected through interviews and observations. Thematic analysis revealed two primary domains of emotion regulation that affect learners’ enjoyment of asynchronous online learning: situational control and cognition/internal control. The analysis also identified both positive and negative activating emotions as significant components that optimise elementary learners’ enjoyment. It is also critical to confront negative deactivating emotions promptly to prevent learners’ enjoyment from being impeded. Regarding the interrelationships between emotions, emotion regulation and enjoyment, learners’ enjoyment is increased or retained when emotions are effectively regulated; emotions take the lead when emotion regulation is lacking or ineffective, which in turn impacts the rise or fall in enjoyment. The implications provide instructors with encouragement to thoughtfully plan asynchronous online learning that takes elementary learners’ optimal emotional and enjoyment fulfilment into account, utilising emotion regulation as a mediator.