The mediating effect of engagement in the relationship between self-efficacy and perceived learning in the online mathematics environment among Chinese students

Abstract

Perceived learning is considered an indicator of actual learning and is a crucial component of course evaluation. This study explored the mediating effect of learning engagement on the relationship between learning self-efficacy and perceived learning in an online mathematics environment. Using a predictive correlational research methodology, the study examined how the three elements of learning engagement influence the relationship between learning self-efficacy and perceived learning. A randomly selected sample of 605 students enrolled in online mathematics courses in Guangzhou participated in the survey. Structural Equation Modelling (SEM) with AMOS version 24.0 was used to evaluate the hypothesized model. The maximum likelihood estimation results indicated that the measurement model for learning self-efficacy, engagement, and perceived learning had an acceptable fit. The findings demonstrated that learning self-efficacy directly predicts all three sub-constructs of learning engagement in an online mathematics environment. Furthermore, the results revealed a direct relationship between learning self-efficacy and perceived learning, with all three dimensions of learning engagement partially mediating this link. Overall, the intricate interplay between these factors highlights the importance of enhancing student self-efficacy and engagement to foster effective online learning experiences and outcomes.