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 seen as a key measure of actual learning and an essential element of course assessment. This research investigated how learning engagement mediates the relationship between learning self-efficacy and perceived learning in online mathematics courses. Using a predictive correlational approach, the study analyzed the impact of three aspects of learning engagement on the link between learning self-efficacy and perceived learning. A survey was conducted with a randomly selected sample of 605 students enrolled in online mathematics classes in Guangzhou. Structural Equation Modeling (SEM) with AMOS version 24.0 was employed to test the proposed model. The results from the maximum likelihood estimation showed that the measurement model for learning self-efficacy, engagement, and perceived learning fit well. The findings revealed that learning self-efficacy directly influences all three aspects of learning engagement in an online mathematics setting. Additionally, there was a direct relationship between learning self-efficacy and perceived learning, with all three dimensions of learning engagement partially mediating this connection. Overall, these results underscore the significance of improving student self-efficacy and engagement to enhance online learning experiences and outcomes.