Emotions matter—Targeting adult learners' achievement emotions in online instructional settings: Systematic literature review

Abstract Online learning, despite its growing popularity for its comparatively effortless access and convenience, has its respective sets of challenges. High rates of dropout, often linked to the solitary nature of online learning and difficulties with self‐regulated learning, underscore the need for well‐planned emotional support measures. This systematic literature review highlights some factors and interventions that influence achievement emotions in online adult learning, either stimulating positive or inhibiting negative emotions. It also examines what triggers negative emotions or switches off positive ones, both of which are crucial in establishing emotionally supportive online communities. According to Control‐Value Theory, the review synthesises results of 33 peer‐reviewed studies. Some studies in a number of these articles had more than one study or tested more than one intervention within a single study, resulting in a total of 71 distinct emotional support factors or interventions to be analysed. The study finds that cognitive reappraisal, mindfulness, supportive learning environment, and individualised virtual agents can reduce loneliness and evoke positive feelings such as enjoyment and pride while reducing negative ones such as anxiety and frustration. Other conclusions highlight the importance of open communication, feedback at the right time, and substantial interaction. Moderating variables—such as gender, age, and past history of online learning—also play an important role in the effectiveness of these interventions. The study recommends integrating these measures of emotional support into learning design by instructional designers and educators to address better the emotional needs of adult learners and improve academic performance. Context and implications Rationale for the study: Adult onlinelearning continues to face high dropout rates. Research indicates that achievement emotions such as anxiety, enjoyment and hope are central to determining learners' motivation and persistence in the online learning process. This study investigates the factors that influence achievement emotions and evaluates the effect of targeted support strategies for enriching learners' emotional experiences for improved persistence. Why the new evidence matters: The study outlines effective interventions that strengthen positive emotions and lower negative ones, hence boosting learner engagement. By adopting identified interventions e‐learning environments can become more emotionally supportive. This matters significantly in maintaining learner motivation, reducing isolation, and enhancing general performance and retention in the online learning process. Implications for practitioners, policy‐makers and researchers: Practitioners can integrate emotional support strategies, such as individualised feedback and encouraging virtual assistants, into online learning platforms. Policy‐makers can establish guidelines to guarantee emotional support in online learning. Researchers can explore the interaction between emotions and online learning, proceeding to deeper analysis of specific learner groups and contexts. The present systemic review has the potential to exert positive influence on shaping emotionally‐supportive environments for online adult learners.