The Effect of Asynchronous Online Instructional Quality on Learning Performance of University students: A Moderated Mediating Effect of Negative Emotions through Online Self-Regulated Learning

Objectives This study is an empirical study to confirm the influence of online self-regulated learning and negative emotions on the relationship between asynchronous online instructional quality and learning performance for university students. Methods To achieve this, data was conducted on four-year college students Jeonbuk collected and analyzed for 470 college students. The collected data were analyzed using SPSS 26.0 and PROCESS Macro 4.1, verified the moderated the mediating effects of negative emotions through online self-regulated learning and in the relationship between asynchronous online instructional quality and learning performance. Results The results are as follows. First, the mediating effects of online self-regulated learning were positively significant on the relationship between asynchronous online instructional quality and learning performance. Second, negative emotions had a significant moderating effect on the relationship between asynchronous online instructional quality and online self-regulated learning, as well as on the relationship between online self-regulated learning and learning performance. Third, negative emotions significantly moderated the mediating effects of online self-regulated learning on the relationship between asynchronous online instructional quality and learning performance. Conclusions The results confirmed that improving the asynchronous online instructional quality is the most important requirement for asynchronous online instruction for university students. Furthermore the implication was that instructors should make continuous efforts to explore ways to create a mastery-oriented online class environment that can promote learners' online self-regulated learning and offset negative emotions based on high-quality learning content.