LEARNING ENGAGEMENT AMONG UNDERGRADUATES: A STUDY OF INFLUENCING FACTORS AT HUBEI ENSHI COLLEGE

Authors

  • Yang Fan
  • Anantawikrama Tungga Atmadja
  • Putu Indah Rahmawati
  • Trianasari
  • Zeng Fanrong

DOI:

https://doi.org/10.18623/rvd.v23.6968

Keywords:

Learning Engagement, Perceived Academic Support, Digital Readiness, Academic Self-Efficacy, Structural Equation Modeling, Higher Education

Abstract

Increasing the level of undergraduate learning is one of the most important issues of universities in the region of China, which directly affects the quality of education and the development of the sustainable human capital. This research explores the complex issues that determine learning participation among undergraduates at Hubei Enshi College, which is one of the major institutions in the Hubei Province. The hypotheses that the research is based on include direct and mediated positive relationships between perceived academic support, digital learning readiness and academic self-efficacy and learning engagement using the Self-System Model of Motivational Development and Community of Inquiry framework. The type of cross-sectional and quantitative research design was used. The sample population was stratified and a random sample of 457 undergraduates was used to collect the data by using a structured questionnaire. A 5-point Likert scale was used in the survey instrument which was created based on the validated scales to measure key constructs. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used in data analysis. The most important findings are that perceived academic support directly affects learning engagement positively ( =0.287, p<0.001). Also, academic self-efficacy mediates the digital readiness-engagement relationship and partially supports the support-engagement relationship. The effect of digital readiness is also of a high direct impact. The study comes out with the conclusion that learning engagement is not simply a product of institutional resources but is deeply informed by psychological capital of students (self-efficacy) and their readiness to learn in technology mediated settings. The practical implications imply that the university administrators and the faculty must come up with combined interventions that would in turn not only reinforce institutional support structures, but also develop the students digital competencies, and adjoin pedagogical approaches, which would improve the academic self-efficacy. This combined strategy is crucial towards facilitating intimate and long-lasting interaction with regional university environments.

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Published

2026-08-05

How to Cite

Fan, Y., Atmadja, A. T., Rahmawati, P. I., Trianasari, & Fanrong, Z. (2026). LEARNING ENGAGEMENT AMONG UNDERGRADUATES: A STUDY OF INFLUENCING FACTORS AT HUBEI ENSHI COLLEGE. Veredas Do Direito, 23(13), e236968. https://doi.org/10.18623/rvd.v23.6968

Issue

Vol. 23 No. 13 (2026): Veredas do Direito, v. 23, n. 13 2026

Section

Articles

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