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Abstract：
The current study aims to develop an efficient, reliable and valid assessment, the affective states for online learning scale (ASOLS), for measuring learners\' affective states during online learning using a sample of 173 young learners. The assessment consists of 15 items which assess five affective states, including concentration, motivation, perseverance, engagement, and self-initiative. To improve efficiency, five items (one for each affective state) are randomly selected and presented every 30 min during online learning. In addition, 14 among the participants were further invited to perform on-site online learning, and their affective states were validated by observations conducted by two psychologists. The ASOLS was found to be reliable and valid, with high internal consistency reliabilities and good construct, convergent and criterion validity. Confirmatory factor analyses showed that the hypothesized five-factor structure demonstrated a satisfactory fit to the data. Moreover, engagement was found to be positively associated with learning performance. Our findings suggest that the ASOLS provides a useful tool for teachers to identify students in upper primary and junior secondary schools with deficits in affective states and offer appropriate remedy or support. It can also be used to evaluate the effectiveness of interventions aimed at enhancing students\' affective states during online learning.
摘要：
目前的研究旨在开发一种有效的，可靠和有效的评估，在线学习量表(ASOLS)的情感状态，使用173名年轻学习者的样本来衡量在线学习期间学习者的情感状态。评估包括15个项目，评估五个情感状态，包括浓度,动机，毅力,订婚,和自我主动性。为了提高效率，在在线学习过程中，每30分钟随机选择五个项目（每个情感状态一个）并呈现。此外,其中14名参与者被进一步邀请进行现场在线学习，他们的情感状态通过两位心理学家的观察得到了验证。ASOLS被发现是可靠和有效的，具有较高的内部一致性可靠性和良好的结构，收敛性和准则有效性。验证性因素分析表明，假设的五因素结构显示出令人满意的数据拟合。此外，发现敬业度与学习表现呈正相关。我们的发现表明，ASOLS为教师提供了一个有用的工具，可以识别处于情感状态的高中和初中的学生，并提供适当的补救措施或支持。它还可以用来评估旨在提高学生在在线学习过程中的情感状态的干预措施的有效性。
