Learning engagement as a protective moderator of the admission score-vocational course achievement association.
- 1Sehan University, Yeongam-gun, Jeollanam-do, Republic of Korea.
- 2Panyu Vocational Technical School, Guangzhou, Guangdong, China.
- 3Heyuan Polytechnic, Heyuan, Guangdong, China.
Abstract
Introduction
Admission 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
Engagement 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
Engagement 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.
Related
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BibTeX
@article{fan2026learning,
title = {{Learning engagement as a protective moderator of the admission score-vocational course achievement association.}},
author = {Xiuzhen Fan and Maoguo Ye},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1971032},
url = {https://europepmc.org/article/MED/42909858},
note = {CC BY},
}
RIS
TY - JOUR
TI - Learning engagement as a protective moderator of the admission score-vocational course achievement association.
AU - Xiuzhen Fan
AU - Maoguo Ye
PY - 2026
DA - 2026/10/07
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1971032
UR - https://europepmc.org/article/MED/42909858
AB - Introduction Admission 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 Engagement 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 Engagement 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.
SN - 1664-1078
ER -