Examining the relationship between undergraduates’ motivation, engagement and learning outcomes in China: a three-wave longitudinal investigation

Abstract

The Motivation and Engagement Wheel (MEW) has been widely utilised to assess student engagement in cross-sectional studies. The present study extended the application of the MEW framework to a 3-wave longitudinal investigation, depicting a dynamic relationship among student motivation, engagement, and desirable learning outcomes. A sample of 1,477 Chinese undergraduates participated in three rounds of surveys with six-month intervals between each round. The findings supported the measurement invariance of the refined measurement tools across time, and largely confirmed the longitudinal relationships hypothesised between students’ motivation, engagement, and desirable learning outcomes assessed by overall satisfaction and academic efficacy. This study underscores the necessity of employing a longitudinal design in student engagement research. The results deepen the understanding of the temporal characteristics of student engagement and its impact on subsequent learning outcomes, emphasising the mediating role of adaptive engagement in university learning processes. Some implications for enhancing college student engagement are discussed.