Abstract
With the advent of the post-epidemic era, blended learning, combining online and offline teaching, has become the choice of many university classrooms. How to improve student engagement in blended learning is therefore an issue worth investigating. This paper focuses on students’ emotional engagement in blended learning, investigating its cognitive influences and its relationship with behavioral engagement items. Data analysis through SPSS 21.0 indicates that both learning motivation and self-efficacy may influence emotional engagement in blended learning, with self-efficacy as the mediating factor. It is also found that emotional engagement is significantly correlated with behavioral engagement items that are calculated through a combination of test score and screening time. These findings may imply some suggestion for the improvement of student engagement in blended learning context.
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