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Understanding Student Engagement in Digital Higher Education: A Meta-Analysis of Antecedents and Outcomes

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Title: Understanding Student Engagement in Digital Higher Education: A Meta-Analysis of Antecedents and Outcomes
Language: English
Authors: Qian Li (ORCID 0000-0001-9644-9272), Yuhao Ma, Xiangxin Wang, Yiling Wang, Pengmei Zhang, Amrita Kaur (ORCID 0000-0001-6242-5483), Rosalie Palaroan (ORCID 0000-0002-0366-5855)
Source: Educational Process: International Journal. Article e2026008 2026 20.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Learner Engagement, Higher Education, Electronic Learning, Influences, Outcomes of Education, Educational Research
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: The online learning environment poses unique challenges to maintaining student engagement due to the diminished social presence and heightened demands for self-regulated skills. While research on student engagement in digital higher education has been growing quickly, existing findings are often inconsistent and lack theoretical integration. The current study addresses this gap by synthesizing empirical studies using a meta-analytic framework and extending the contextual model of engagement to online learning situations. The purposes of this study are to identify the antecedents and educational outcomes related to student engagement and to evaluate the strength of these associations in digital higher education. Materials/methods: Following the PRISMA guidelines, 124 relevant studies were identified in the context of digital higher education. A systematic literature search was conducted across the ERIC, PsycInfo, PsycArticles, PubMed, and ProQuest databases. Effect sizes were extracted and analyzed using the Comprehensive Meta-Analysis software. Results: We examined the overall mean effect size for the associations between student engagement and personal antecedents (r = 0.46), contextual influences (r = 0.42), and educational outcomes (r = 0.43). Motivation, self-regulated learning, and online learning readiness accounted for personal-level predictors of engagement. Instructor support and collaborative learning environment were the strongest contextual-level predictors. Student engagement in digital settings was also significantly correlated with their academic performance and emotional experiences. Conclusion: This meta-analysis validates and expands the contextual model of engagement in online higher education settings, showing that both personal and contextual factors jointly explained student engagement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497320
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Understanding Student Engagement in Digital Higher Education: A Meta-Analysis of Antecedents and Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Qian+Li%22">Qian Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9644-9272">0000-0001-9644-9272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yuhao+Ma%22">Yuhao Ma</searchLink><br /><searchLink fieldCode="AR" term="%22Xiangxin+Wang%22">Xiangxin Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Yiling+Wang%22">Yiling Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Pengmei+Zhang%22">Pengmei Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Amrita+Kaur%22">Amrita Kaur</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6242-5483">0000-0001-6242-5483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rosalie+Palaroan%22">Rosalie Palaroan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0366-5855">0000-0002-0366-5855</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2026008 2026 20.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: 26
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink>
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  Data: 2147-0901<br />2564-8020
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  Label: Abstract
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  Data: Background/purpose: The online learning environment poses unique challenges to maintaining student engagement due to the diminished social presence and heightened demands for self-regulated skills. While research on student engagement in digital higher education has been growing quickly, existing findings are often inconsistent and lack theoretical integration. The current study addresses this gap by synthesizing empirical studies using a meta-analytic framework and extending the contextual model of engagement to online learning situations. The purposes of this study are to identify the antecedents and educational outcomes related to student engagement and to evaluate the strength of these associations in digital higher education. Materials/methods: Following the PRISMA guidelines, 124 relevant studies were identified in the context of digital higher education. A systematic literature search was conducted across the ERIC, PsycInfo, PsycArticles, PubMed, and ProQuest databases. Effect sizes were extracted and analyzed using the Comprehensive Meta-Analysis software. Results: We examined the overall mean effect size for the associations between student engagement and personal antecedents (r = 0.46), contextual influences (r = 0.42), and educational outcomes (r = 0.43). Motivation, self-regulated learning, and online learning readiness accounted for personal-level predictors of engagement. Instructor support and collaborative learning environment were the strongest contextual-level predictors. Student engagement in digital settings was also significantly correlated with their academic performance and emotional experiences. Conclusion: This meta-analysis validates and expands the contextual model of engagement in online higher education settings, showing that both personal and contextual factors jointly explained student engagement.
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      – Text: English
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Higher Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Influences
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      – SubjectFull: Outcomes of Education
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