The Impact of Learning Motivation on Learning Engagement of Undergraduates: The Mediating Role of Academic Self-efficacy and Major Identity

Abstract Background and Aim: In this era of rapidly advancing technological and industrial revolution, the demand for talent in terms of quantity and type has reached a new stage. However, undergraduate students in applied programs often lack clear learning objectives and suffer from the disconnect between theory and practice. These issues lead to low learning engagement, which has an obvious negative impact on learning outcomes. This study aims to explore the basic situation of learning motivation, academic self-efficacy, major identity, and learning engagement among students in newly established applied undergraduate institutions, as well as the relationships between these variables and strategies to enhance learning engagement. Materials and Methods: This study used convenience sampling, selecting undergraduates from three newly established applied undergraduate institutions in Henan Province as the research subjects. We distributed electronic questionnaires and collected 1,156 valid samples. Then, we conducted analyses, including independent - samples T - test, ANOVA, Pearson correlation analysis, confirmatory factor analysis, and Amos structural equation modeling analysis using SPSS 27.0 and AMOS 22, to draw the research conclusions. Results: The positive impact of learning motivation, academic self-efficacy, and major identity on learning engagement is significant; Academic self-efficacy and major identity play a mediating role in the impact of learning motivation on learning engagement. Conclusion: Based on the above research results, effective strategies that can significantly enhance the learning engagement of students in newly established applied undergraduate colleges are explored, in order to cultivate talents for Chinese-style modernization and promote national development.