{
  "abstract": "Introduction\n\nAdmission scores predict college performance, but engagement may alter this association. We tested learning engagement as a protective moderator and examined related indirect associations. Methods: We matched admission records, a May-June 2026 survey, and same-semester grades extracted July 13, 2026 for 491 Chinese vocational college students; the survey-to-extraction interval was 14-45 days.Results\n\nEngagement weakened the admission-score-achievement association (B = -0.263, p < 0.001; standardized interaction = -0.144, 95% bootstrap CI [-0.214, -0.071]; ΔR² = 0.021). The high-engagement slope was imprecise (B = 0.099, p = 0.078), not demonstrated to be zero; 18.1% of students exceeded the Johnson-Neyman threshold. Self-efficacy showed cross-sectional indirect associations with achievement (ab = 0.321, 95% bootstrap CI [0.232, 0.416]) and career adaptability (ab = 0.153, 95% bootstrap CI [0.106, 0.202]) through engagement. Teacher support modestly moderated the engagement-achievement association (B = 0.348, p = 0.025; ΔR² = 0.009). Results remained stable in integrated and course-adjusted analyses.Discussion\n\nEngagement was associated with weaker dependence of achievement on admission scores, but the interactions were small and observational. The indirect pathways and teacher-support interaction require independent replication.",
  "abstract_shown": true,
  "affiliations": [
    "Sehan University, Yeongam-gun, Jeollanam-do, Republic of Korea.",
    "Panyu Vocational Technical School, Guangzhou, Guangdong, China.",
    "Heyuan Polytechnic, Heyuan, Guangdong, China."
  ],
  "article_type": "research article",
  "arxiv": null,
  "author_total": 2,
  "authors": [
    {
      "affs": [
        0,
        1
      ],
      "name": "Xiuzhen Fan"
    },
    {
      "affs": [
        2
      ],
      "name": "Maoguo Ye"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/5ab4edtxebwjk.bib",
  "cited_by": 0,
  "doi": "10.3389/fpsyg.2026.1971032",
  "fulltext_url": "https://europepmc.org/articles/PMC13684422",
  "id": "5ab4edtxebwjk",
  "issns": [
    "1664-1078"
  ],
  "landing_url": "https://europepmc.org/article/MED/42909858",
  "language": "eng",
  "licence": "CC-BY",
  "licence_label": "CC BY",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "openalex",
      "3304|Higher Education Research Studies"
    ]
  ],
  "openalex": "W7220840026",
  "pdf_url": "https://europepmc.org/articles/PMC13684422?pdf=render",
  "pmcid": "PMC13684422",
  "pmid": "42909858",
  "published": "2026-10-07",
  "publisher": null,
  "ris": "https://research.draconitic.com/paper/5ab4edtxebwjk.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:20:10Z",
      "native_id": "MED:42909858",
      "source": "europepmc",
      "url": "https://europepmc.org/article/MED/42909858"
    }
  ],
  "subjects": [],
  "title": "Learning engagement as a protective moderator of the admission score-vocational course achievement association.",
  "title_text": "Learning engagement as a protective moderator of the admission score-vocational course achievement association.",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:20:10Z",
  "url": "https://research.draconitic.com/paper/5ab4edtxebwjk",
  "venue": "Frontiers in psychology",
  "versions": []
}