ArticleFrontiers in psychology2025
Understanding effects of engaging online learning environments on students' cognitive engagement and well-being: the role of academic self-concept and flow.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- From self-regulated learning to learning outcomes in virtual learning environments: motivational activation and flow as a sequential psychological pathway.Frontiers in psychology · 2026Article
- How do core personality traits influence short video dependence among Chinese college students? Evidence from a serial mediation analysis under the I-PACE model.Frontiers in psychology · 2026Article
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Authors and funding
6 authors.
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Abstract
Engaging online learning environments (EOLE) is one of the most critical drivers of students' engagement in online learning. However, discussions about how and to what extent EOLE affects students' engagement are under-researched. Therefore, it is necessary to explore the effect of EOLE on students' cognitive engagement. In this study, 368 graduate students enrolled in online courses were surveyed. The partial least square structural equation modeling was employed to explore the relationships among EOLE, academic self-concept, flow, cognitive engagement and well-being. Results showed that EOLE had positive effects on academic self-concept, flow, deep and shallow cognitive engagement, and well-being. In addition, academic self-concept mediated the effect of EOLE on well-being, but its mediating role between EOLE and both deep and shallow cognitive engagement was not observed. Flow mediated the effect of EOLE on both deep and shallow cognitive engagement, but its mediating role between EOLE and well-being was not significant. Furthermore, the effects of EOLE on both deep and shallow cognitive engagement were sequentially mediated through academic self-concept and flow. However, the sequential mediating effects of academic self-concept and flow in the relationship between EOLE and well-being were also not significant. This study suggests that practitioners and educators should design effective online learning environments to improve online learners' engagement and well-being.
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