Influence of Learning Attitude on Academic Engagement among Primary School Students in Shanxi, China

Abstract

This study investigated the correlation between learning attitude (LA) and academic engagement (AE), emphasising the mediating role of self-regulated learning (SRL) among primary school students in Shanxi, China. In the framework of national educational reforms advocating for student-centred and autonomous learning, it is crucial to comprehend how motivational and cognitive mechanisms influence engagement, especially in under-researched regional contexts. A quantitative, cross-sectional survey was conducted with 225 upper primary students (Grades 6–8) from urban and rural schools. Validated instruments assess LA (motivation and self-efficacy), SRL (planning, monitoring, and strategy utilisation), and AE (behavioural, emotional, and cognitive engagement). Reliability analyses demonstrated robust internal consistency across all scales (Cronbach's α > .85). Pearson correlations indicated substantial positive relationships among LA, SRL, and AE. Mediation analysis utilizing Hayes’ Process Model 4 established that LA directly predicted AE (β = 0.17, p = .008), while SRL had a significant indirect effect (β = 0.36, p < .001), indicating partial mediation. The findings indicate that positive learning attitudes improve academic engagement mainly by bolstering students' self-regulatory skills. The study emphasises the necessity for educational interventions in Shanxi that cultivate intrinsic motivation and self-efficacy while explicitly enhancing students' self-regulated learning skills to promote lasting and significant academic engagement.