Academic Emotions and Learning Engagement in Synchronous Delivery Classroom: Mediating Effects of Self-efficacy and Learning Motivation

The synchronous delivery classroom (SDC) has realized the sharing of high-quality education resources between rural and urban areas, which plays a crucial role in promoting the comprehensive development of rural school students. Due to the separation of physical spaces between teachers and students in SDC, it results in a lower level of learning engagement among students. Academic emotions play an important role in improving students’ learning engagement. The purpose of this study is to explore the impact of academic emotions on students’ learning engagement in SDC. A sample of 214 rural school students in China participated in this study. Analysis of the collected data revealed that: (1) Positive emotions experienced by students in SDC were generally higher than negative emotions. (2) Positive emotions significantly and positively predicted learning engagement, while the predictive effect of negative emotions was not significant. (3) Self-efficacy and learning motivation played parallel mediating roles in the relationship between positive emotions and learning engagement. These findings can provide new ideas on improving students’ learning engagement in SDC.