Research on the Influence of College Students' Engagement in Blended Learning: Teacher Support, Situational Interest, and Self-Regulation

Abstract

Student engagement is an important indicator to predict students' academic achievements, as well as an important condition to ensure learning quality and promote deep learning. This study investigated the relationship between classroom environment factor (teacher support) and individual factors (situational interest and self-regulation) in blended learning and college students' engagement of specific types (behavioral engagement, cognitive engagement, and emotional engagement). The results show that teacher support and self-regulation have significant influence on college students' behavioral engagement and cognitive engagement. Situational interest and self-regulation have significant influence on college students' emotional engagement. These findings can provide new ideas on improving students' academic achievements and engagement.