Influences of Environmental Perception on Individual Cognitive Engagement in Online Learning: The Mediating Effect of Self-Efficacy

Abstract

During online learning, complicated environmental perception factors influence the cognitive engagement of students, which is an influencing variable of learning motivation, learning outcomes, and other classroom effect indicators. In this study, the research hypotheses on the influences of the environmental perception of online learning (including students’ self-factors, teacher factors, peer factors, and technological factors) on individual cognitive engagement (deep engagement and superficial engagement) were proposed. The mediating effect of the influences of self-efficacy on individual cognitive engagement under the online learning model was estimated. Results demonstrate that the Cronbach’s α of the questionnaire used in the study is 0.891 and the KMO is 0.841. These outcomes reflect that this questionnaire has very good reliability and validity. In the online learning environment, students’ self-factors, peer factors, and technological factors can promote individual cognitive engagement significantly. Furthermore, self-efficacy develops a mediating effect in the significantly positive promotion of environmental perception on individual cognitive engagement. Cognitive engagement also changes with the duration of online learning (F=4.530, p=0.005). Moreover, the influences of majors on cognitive engagement are significant at the 0.05 level (F=2.188, p=0.047). Conclusions have important references to comprehend the influences of different environmental perception factors on individual cognitive engagement in the process of online learning and disclose how self-efficacy influences individual cognitive engagement.