The Relationship between Students’ Incremental Beliefs of Digital Intelligence and Behavioral Engagement in Learning Management System Courses

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.