Empowering online learning engagement through interaction: effects of self-regulated learning and family function

ABSTRACT

Despite the fact that interaction with others (learners and instructors) impacts online learning engagement (OLE), it remains unclear how and when interaction relates to OLE. By integrating social-cognitive theory with ecological systems theory, we theorise a moderated mediation model that links interaction to OLE by exploring the effects of self-regulated learning and family function. Data were collected from 606 undergraduates in China. Our results revealed that interaction positively affected students’ OLE. Especially, learner – learner interaction explained a larger proportion of variance than learner – instructor interaction. In addition, the interaction contributed to OLE through the beneficial effects of self-regulated learning. Furthermore, the mediating effect of self-regulated learning on the association between learner – learner interaction and emotional engagement was moderated by family function. The implications for theory, practice, and future research have been discussed.

KEYWORDS:

• Interaction
• online learning engagement
• self-regulated learning
• family function

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The datasets generated during and/or analysed during the current study are available from the corresponding author upon reasonable request.

Ethical Approval

Ethical approval was granted by the Beijing Institute of Technology, Beijing, China. All procedures were conducted in accordance with the relevant guidelines and regulations.

Informed consent

Informed consent was obtained from all individual participants included in the study.

Additional information

Funding

This work was supported by the Key Project of the National Social Science Foundation of China (22AZD026) and the National Natural Science Foundation of China (72074024).

Notes on contributors

Jianwei Zhang

Jianwei Zhang is a professor at the School of Humanities and Social Sciences at the Beijing Institute of Technology. He received his Ph.D. from the Beijing Normal University, and his current research themes are team scientific creativity and key competence.

Mengmeng Fu

MengMeng Fu (corresponding author), doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. Her current research themes include creativity and natural relatedness.

Xingyu Xuan

Xingyu Xuan, received his Ph.D. in China from the Beijing Institute of Technology. Currently, he is an assistant professor at the School of Public Administration, Shanxi University of Finance and Economics. His current research themes lie in talent cultivation and creativity.

Weijun Hua

Weijun Hua, doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. His current research themes include innovative literacy and creativity.

Wenfeng Zheng

Wenfeng Zheng, doctoral student of the School of Humanities and Social Sciences, Beijing Institute of Technology. Her current research themes include deviant behavior, envy and creativity.