Abstract
The COVID-19 pandemic forced higher education institutions to rapidly transition from in-person to online learning, impacting student engagement and motivation. This study explores the relationship between academic motivation and online learning engagement among 174 Chinese students during the post-pandemic period. Using self-administered questionnaires and statistical analyses (Spearman's rho and multiple linear regression), findings reveal that both intrinsic and extrinsic motivation positively correlate with behavioral, cognitive, emotional, and agentic engagement, while amotivation negatively affects behavioral engagement. Intrinsic motivation also modestly predicts cognitive, emotional, and agentic engagement. These results highlight the critical role of academic motivation in fostering student engagement, providing valuable insights for educators, curriculum developers, and students in enhancing online learning experiences.
| Original language | English |
|---|---|
| Pages (from-to) | 520-536 |
| Number of pages | 17 |
| Journal | Educational Research and Evaluation |
| Volume | 30 |
| Issue number | 5-6 |
| Early online date | 27 Mar 2025 |
| DOIs | |
| Publication status | Published - 18 Aug 2025 |
User-Defined Keywords
- amotivation
- Chinese students
- engagement
- Motivation
- online learning
