doi: 10.18178/ijiet.2023.13.10.1969
The Relationship between Students’ Incremental Beliefs of Digital Intelligence and Behavioral Engagement in Learning Management System Courses
Hoang Bao Ngoc Nguyen1
,
Yi-Fang Lee1,* ,
Thi Phuong Vy Nguyen2,3 ,
Hsin-Ling (Sonya) Hung4,5
- 1Department of Industrial Education, National Taiwan Normal University, Taiwan.
- 2International Doctoral Program in Integrative STEM Education, National Taiwan Normal University, Taiwan.
- 3Quality Management Faculty, the University of Education, Vietnam National University, Hanoi, Vietnam.
- 4Evaluation and Assessment at the Center on Health Disparities.
- 5Department of Health Behavior and Policy, School of Medicine, Virginia Commonwealth University, USA.
- acceptedApril 10, 2023
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.
Keywords
- Digital intelligence
- incremental beliefs
- academic achievement goals
- behavioral engagement
- LMS courses
How to 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. https://doi.org/10.18178/ijiet.2023.13.10.1969
Copyright & License
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).