Connecting the dots: the interplay between individual and environmental factors on learning engagement and student performance via goal orientation

Abstract

Purpose This paper aims to examine the indirect impact of both individual and institutional factors on learning engagement through the mediating role of goal orientation. Moreover, expectancy-value theory (EVT) is adopted to provide a holistic approach of identifying the antecedents of learning engagement. Furthermore, this paper aims to identify the indirect impact of online collaborative learning tools on student learning performance via learning engagement. Design/methodology/approach Two studies were conducted. Study 1 collected survey data from 249 undergraduate students in one of the higher educational institutions in Hong Kong and Study 2 collected survey data from 164 undergraduate students in China. Partial least squares structural equation modelling by using SmartPLS 3.0 software was adopted to analyse the data collected in the two studies. Findings The results found that both individual (computer/internet self-efficacy and online communication self-efficacy) and institutional academic support had indirect relationships with behavioural, emotional and cognitive engagement via goal orientations. Furthermore, this study found that online collaborative learning tools also have an indirect effect on student learning performance via learning engagement. Theoretical and practical implications were provided based on these findings. Originality/value The COVID-19 pandemic has forced all students to attend online lessons. However, existing research has limited knowledge about online learning engagement and the application of EVT to the online learning environment.