Relationship between academic emotions and learning engagement among undergraduate nursing students and its influencing factors

Background Learning engagement is an important indicator of academic success and professional development among nursing students. Academic emotions have been recognized as key psychological factors influencing students’ learning behaviors and outcomes. However, the relationship between academic emotions and learning engagement among undergraduate nursing students remains insufficiently explored. This study aimed to examine the levels of academic emotions and learning engagement among undergraduate nursing students and to identify factors associated with learning engagement. Methods A cross-sectional survey was conducted among 650 undergraduate nursing students from a university in China using convenience sampling. Data were collected using a demographic questionnaire, the Academic Emotions Questionnaire (AEQ), and the Utrecht Work Engagement Scale–Student Version (UWES-S). Descriptive statistics, independent-samples t-tests, one-way analysis of variance, Pearson correlation analysis, and multiple linear regression analysis were performed using SPSS 26.0. Results The participants reported higher levels of positive academic emotions than negative academic emotions. Satisfaction was the highest-scoring academic emotion dimension, whereas boredom was the lowest. Nursing students demonstrated a relatively high level of learning engagement, with dedication showing the highest score among the engagement dimensions. Significant differences in learning engagement were observed according to place of residence, only-child status, and maternal educational level. Positive academic emotions, including confidence, excitement, and satisfaction, were positively associated with learning engagement, whereas boredom and frustration were negatively associated with learning engagement. Confidence demonstrated the strongest correlation with learning engagement. Multiple linear regression analysis indicated that positive academic emotions were significant positive predictors of learning engagement, whereas negative academic emotions were negative predictors. Conclusions Academic emotions are closely associated with learning engagement among undergraduate nursing students. Positive academic emotions may enhance students’ engagement in learning, whereas negative academic emotions may hinder their academic involvement. Nursing educators should pay greater attention to students’ emotional experiences and implement targeted interventions to foster positive academic emotions, thereby promoting learning engagement and improving educational outcomes.