The impact of college students’ positive academic emotions on learning engagement based on structural equation modeling

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.