Research on the Impact of Learning Engagement Based on Self-Efficacy in the Context of Blended Learning

With the intensification of educational informatization reforms, blended teaching has become more prevalent in university settings. Learning engagement is a pivotal metric for gauging the success of blended instruction. This research develops a theoretical framework for understanding the factors that shape learning engagement, focusing on dimensions such as "facilitating interaction," "pedagogical design," and "pedagogical management." The study, which surveyed university students, examines the connections between these factors and learning engagement, and investigates the potential mediating role of self-efficacy. Utilizing SPSS for correlation and regression analyses, the findings reveal that instructional design, interaction promotion, and instructional management all significantly and positively impact academic self-efficacy, which in turn significantly and positively influences learning engagement. Self-efficacy acts as a mediator in these relationships. Consequently, educators can enhance instructional design, foster greater teacher-student interaction, and bolster instructional management to enhance students' academic self-efficacy, thereby boosting their learning engagement.