Article: The interrelationship of behavioural, emotional, and cognitive classroom engagement in higher education: understanding the mechanisms of student success Journal: International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL) 2025 Vol.35 No.8 pp.1 - 19 Abstract: This study delves into the correlation between undergraduate student engagement and their academic achievements within the context of Chinese culture. It systematically explores the interrelationship of various aspects of student engagement, including teacher-student relationships, student-student relationships, as well as cognitive and behavioural dimensions. Additionally, it investigates the moderating role of gender in the relationship between student engagement and student academic achievement. The results provide the following insights: 1) overall student engagement, teacher-student relationship, cognitive engagement, and behavioural engagement exhibit significant direct effects on student academic achievement, while student-student relationships do not significantly impact student academic achievement; 2) among the various components of student engagement, behavioural engagement has the most substantial influence on student academic achievement, followed by the teacher-student relationship. Cognitive engagement has the least pronounced effect on student academic achievement; 3) the four main components of student engagement affect student academic achievement in a serial pattern: teacher-student/student-student relationship → behavioural engagement → cognitive engagement → student academic achievement; 4) the influence of teacher-student relationship/behavioural engagement on student academic achievement is more prominent in male students than in female students. Inderscience Publishers - linking academia, business and industry through research

Title: The interrelationship of behavioural, emotional, and cognitive classroom engagement in higher education: understanding the mechanisms of student success

Authors: Jin Yan; Linxi Shi; Choon Keong Tan

Addresses: School of Mathematics and Information Engineering, Longdong University, Qingyang City 745000, Gansu, China ' School of Economics and Management, Longdong University, Qingyang City 745000, Gansu, China ' Faculty of Education, Language, Psychology and Music, SEGi University, Kuala Lumpur 47810, Malaysia

Abstract: This study delves into the correlation between undergraduate student engagement and their academic achievements within the context of Chinese culture. It systematically explores the interrelationship of various aspects of student engagement, including teacher-student relationships, student-student relationships, as well as cognitive and behavioural dimensions. Additionally, it investigates the moderating role of gender in the relationship between student engagement and student academic achievement. The results provide the following insights: 1) overall student engagement, teacher-student relationship, cognitive engagement, and behavioural engagement exhibit significant direct effects on student academic achievement, while student-student relationships do not significantly impact student academic achievement; 2) among the various components of student engagement, behavioural engagement has the most substantial influence on student academic achievement, followed by the teacher-student relationship. Cognitive engagement has the least pronounced effect on student academic achievement; 3) the four main components of student engagement affect student academic achievement in a serial pattern: teacher-student/student-student relationship → behavioural engagement → cognitive engagement → student academic achievement; 4) the influence of teacher-student relationship/behavioural engagement on student academic achievement is more prominent in male students than in female students.

Keywords: behavioural engagement; BE; cognitive engagement; CE; student-student relationship; SSR; teacher-student relationship; TSR; student engagement; SE; student academic achievement; SAA.

DOI: 10.1504/IJCEELL.2025.149037

International Journal of Continuing Engineering Education and Life-Long Learning, 2025 Vol.35 No.8, pp.1 - 19

Received: 20 Dec 2024
Accepted: 27 Jun 2025
Published online: 10 Oct 2025 *

Title: The interrelationship of behavioural, emotional, and cognitive classroom engagement in higher education: understanding the mechanisms of student success

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