Emotional Design and First-Generation Learners: Predicting Control-Value Appraisals and Achievement in Online Learning Environments
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Authors
Lewis, Cynthia
Issue Date
2026-04
Type
Dissertation
Language
en
Keywords
Student Success Science , Emotional Design , Control-Value Theory , Online Learning
Alternative Title
Abstract
Online education has expanded access to postsecondary learning, yet first-generation college students continue to experience lower persistence and achievement rates in fully online programs. Although emotionally responsive course design has been linked to engagement, a clear understanding of how design influences learners’ perceptions of control, task value, and achievement remains underdeveloped. This gap limits the ability of institutions to design online environments that effectively support the motivational and emotional needs of first-generation learners. The purpose of this quantitative correlational study was to examine the relationships among emotional design, perceived control-value appraisals, and academic achievement in online learning among first-generation postsecondary students in the United States. Guided by Control-Value Theory, emotional design was conceptualized as a multilevel construct encompassing visceral, behavioral, and reflective levels that shape learners’ emotional and motivational experiences. The study investigated whether emotional design predicted perceived control and value, and whether these appraisals predicted achievement. Participants were adult first-generation students enrolled in introductory online courses at a large private postsecondary institution. Using a convenience sample, data were collected through validated self-report instruments assessing emotional design perceptions and control-value appraisals, along with final course grades and persistence indicators. Structural equation modeling was used to test direct and indirect relationships among latent variables. Results indicated that emotional design significantly predicted perceived control and task value and demonstrated a strong direct association with academic achievement. While a specific indirect pathway through positive activating emotions was observed, the overall indirect effect was not significant, indicating that emotional pathways did not fully mediate the relationship between design and achievement. Findings suggest that emotional design functions as an integrated appraisal mechanism that simultaneously shapes learners’ sense of agency, task relevance, and performance outcomes. These results extend theory by positioning emotional design as a contextual embodiment of control and value in online learning environments and provide practical guidance for designing inclusive courses that support first-generation learners. Future research should examine these relationships across diverse populations, instructional contexts, and longitudinal timeframes to refine emotionally responsive design strategies that promote equitable student success.