Abstract—While the Learning Management System (LMS)
has been recognized as a key e-learning platform, there is no
clear picture of the factors contributing to learners’ engagement
in LMS courses in literature. This study aimed at exploring the
relationship between students’ incremental beliefs of digital
intelligence and behavioral engagement in LMS courses with
achievement goal orientation as a mediator. The participants
were 176 undergraduate students in a Vietnamese university.
Implicit theory of intelligence and academic achievement goals
theory were used to develop the research model. A Structural
Equation Model (SEM) was applied to examine the relationship
between students’ incremental beliefs of digital intelligence and
the selected variables. Results showed that students’
incremental beliefs of digital intelligence were positively linked
to four types of achievement goals: mastery-approach,
mastery-avoidance, performance-approach, and
performance-avoidance goals. Moreover, except for
mastery-avoidance goals, the other three types were positively
linked to behavioral engagement in LMS courses. The findings
suggest that instructors’ encouragement can foster students’
incremental belief in digital intelligence and achievement goals.
Furthermore, to promote students’ learning engagement,
various approaches can be utilized to motivate students to
appropriately combine different types of achievement goals.
Index Terms—Digital intelligence, incremental beliefs, academic achievement goals, behavioral engagement, LMS courses
Hoang Bao Ngoc Nguyen and Yi-Fang Lee are with the Department of Industrial Education, National Taiwan Normal University, Taiwan. E-mail: firstname.lastname@example.org (H.B.N.N.)
Thi Phuong Vy Nguyen is with the International Doctoral Program in Integrative STEM Education, National Taiwan Normal University, Taiwan. She is also with the Quality Management Faculty, the University of Education, Vietnam National University, Hanoi, Vietnam. E-mail: email@example.com (T.P.V.N.)
Hsinling Sonya Hung is with Evaluation and Assessment at the Center on Health Disparities. She is also with the Department of Health Behavior and Policy, School of Medicine, Virginia Commonwealth University, USA. E-mail: firstname.lastname@example.org (H.L.S.H.)
*Correspondence: email@example.com (Y.F.L.)
Cite: Hoang Bao Ngoc Nguyen, Yi-Fang Lee*, Thi Phuong Vy Nguyen, and Hsin-Ling (Sonya) Hung, "The Relationship between Students’ Incremental Beliefs of Digital Intelligence and Behavioral Engagement in Learning Management System Courses," International Journal of Information and Education Technology vol. 13, no. 10, pp. 1609-1614, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).