A control-value account of the association between social presence and satisfaction and perceived learning

The study at hand, involving 305 teacher training students in an online instructional technologies course, used a correlational design. The data was analyzed using partial-least squares structural equation modeling (PLS-SEM). Our findings revealed that achievement emotions significantly predict satisfaction and perceived learning. Positive emotions like enjoyment strongly predict positive outcomes, while negative emotions like anger have the opposite effect. Boredom and anxiety showed minimal associations. Control and value appraisals were found to be good predictors of achievement emotions, with control appraisals
positively influencing enjoyment and negatively influencing boredom and anger. Value appraisals positively influenced enjoyment but had little impact on other emotions. The exogenous variables, social presence divergence and interaction integration, moderately influenced these appraisals, with interaction integration showing a strong positive relationship with value appraisals.