Systematic insights for fostering achievement emotions in online learning

This chapter presents a systematic review of achievement emotions in online adult learning and how to support them effectively. Guided by Control Value Theory, we searched Web of Science, Scopus, and EBSCO in April 2023 and monitored through May 2024. After screening 2,273 records, 33 empirical studies met the inclusion criteria. We coded study features and outcomes and grouped findings into four actionable pathways: learning design and environment, cognitive treatment, emotion-oriented treatment, and competence support and training. Across studies, timely and specific feedback, clear structure, and collaborative activities increased enjoyment, hope, and pride, while unclear instructions, heavy effort without support, and online proctoring raised anxiety and boredom. Mindfulness and cognitive reappraisal reduced anxiety and supported persistence. Affective pedagogical agents and well-aligned immersive and game-based elements boosted positive emotions when usability and task value were high. Prior knowledge and trait adaptability consistently buffered negative emotions—effects varied by gender, age, and earlier online experience, underscoring the need for tailored supports. We conclude with design principles that link emotional support to motivation, cognition, and metacognition to improve engagement, self-regulation, and performance in online courses.