The Impact of Student Engagement on Perceived Academic Achievement among Students in China
Keywords:
University students, students mastery, students involvementAbstract
The purpose of this research is to examine the impact of students' engagement, namely cognitive, emotional and behavioural engagement, on students' academic achievement in China. A quantitative cross-sectional survey was employed on 257 university students in China. Descriptive analysis was used to analyse the level of students' engagement, and multiple regression analysis was used to examine the specific impact of students' engagement on students' academic achievement. The result revealed that behavioural engagement recorded the highest mean score (M = 4.24, SD = 0.607), followed closely by emotional engagement (M = 4.22, SD = 0.591) and cognitive engagement (M = 4.22, SD = 0.579). In terms of the impact, behavioural engagement was a significant positive predictor (β = 0.337, p < .001), indicating that higher levels of behavioural engagement are associated with higher perceived academic achievement. Emotional engagement was also a significant predictor (β = 0.154, p = .026), although its effect was weaker compared to the other variables. Cognitive engagement emerged as the strongest predictor (β = 0.339, p < .001), suggesting that students who are more cognitively engaged tend to report higher levels of academic achievement. As cognitive engagement was found to be the most significant predictor, pedagogical practice is recommended to emphasise more designing tasks requiring deep learning strategies and the comprehension of complex ideas in order to support students' academic achievement in China.
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