文献类型：期刊文献

英文题名：The impact of college students' positive academic emotions on learning engagement based on structural equation modeling

作者：Xue, Zhaoxia[1];Li, Wei[1];Zhao, Yurong[1]

第一作者：Xue, Zhaoxia

通讯作者：Li, W[1]

机构：[1]Beijing Union Univ, Coll Appl Sci & Technol, 1,Courtyard,6,Beiyuan Rd,Beiyuan Campus, Beijing 100012, Beijing, Peoples R China

第一机构：北京联合大学应用科技学院

通讯机构：[1]corresponding author), Beijing Union Univ, Coll Appl Sci & Technol, 1,Courtyard,6,Beiyuan Rd,Beiyuan Campus, Beijing 100012, Beijing, Peoples R China.|[1141775]北京联合大学应用科技学院;[11417]北京联合大学;

年份：2025

外文期刊名：JOURNAL OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING

收录：WOS:【ESCI(收录号:WOS:001556680100001)】；

基金：The authors disclosed receipt of the followingfinancial support for the research, authorship, and/or publication of this article: This studywas supported by Collaboration and Integrated Educational Training (Project Number: 220604157281751).

语种：英文

外文关键词：structural equation modeling; blended learning; positive academic emotions; self-efficacy; student engagement; influence; education

摘要：Academic emotions and learning engagement are important factors that influence students' learning outcomes and academic performance. However, few studies have explored the mechanism of college students' learning engagement in blended learning from the perspective of fostering positive academic emotions. Based on a questionnaire survey of 375 college students in a blended learning environment, the data were analyzed and processed using SPSS24.0 and AMOS27.0 software. Structural equation modeling was established to explore the mediating effect of academic self-efficacy in moderating the relationship between academic engagement and positive academic mood. The findings suggest that: (1) in the blended learning environment, college students demonstrate more favorable academic performance and moderate learning engagement. (2) There is a significant positive correlation between active hyperarousal and active hypo-arousal with learning engagement. (3) Positive hyperarousal and positive hypo-arousal not only directly enhance learning engagement but also indirectly promote academic self-efficacy. In teaching practice, under a blended learning environment, educators should further improve the quality of students' blended learning input. They need to help students foster positive academic emotions of enjoyment and pride and promote their self-efficacy at the same time. Furthermore, they should explore various teaching methods to improve students' enthusiasm for learning and concentration.