The Relationship Between Academic Emotions and Learning Satisfaction: The Mediating Effects of Learning Motivation and Time Management Monitoring

Objective This study aims to explore the mediating effects of learning motivation and time management monitoring in the relationship between academic emotions and learning satisfaction. Methods A longitudinal survey was conducted among 1,336 university students from five universities in Shaanxi, Jiangsu, and Anhui provinces in China, using the Academic Emotions Questionnaire for College Students, the Learning Motivation Questionnaire, the Time Management Monitoring Questionnaire, and the Learning Satisfaction Questionnaire. Results Academic emotions did not significantly predict learning satisfaction directly. However, they influenced learning satisfaction through independent mediating effects of learning motivation and time management monitoring, as well as through a sequential dual mediation path via “learning motivation → time management monitoring.” Conclusion Academic emotions do not directly predict learning satisfaction but rather exert influence through the mediating roles of learning motivation and time management monitoring. This phenomenon is referred to as the Emotion-to-Action Conversion Model. Based on these findings, schools may consider designing a “systematic psychological and behavioral intervention program,” focusing on enhancing students' emotional recognition and regulation, motivation arousal training, and time management skills, in order to improve overall learning satisfaction.