Endogenesis and Externalization: Configurational Influence of Learning Engagement Among Chinese University Students Majoring in Tourism

TL;DR

This study explores how internal and external factors influence learning engagement among Chinese tourism students, identifying different paths that lead to high or low engagement.

Contribution

The study introduces configurational models (endogenous and endogenous–exogenous) to explain the mechanisms behind learning engagement in tourism students.

Findings

High learning engagement is linked to two models: endogenous and endogenous–exogenous promotion.

Low engagement follows the endogenous suppression model, driven by low professional emotions and self-efficacy.

Positive professional evaluations and identity significantly boost academic engagement.

Abstract

Learning engagement among university students is a critical predictor of academic success. This study, drawing on responses from 333 questionnaires completed by Chinese tourism students, employs the fsQCA method to construct a configurational impact model of learning engagement, exploring the paths and mechanisms of its influence. The study finds that learning engagement among tourism students is shaped by the combined influence of internal and external factors, with internal factors—such as professional cognition, professional evaluations, professional emotions, and academic self-efficacy—playing a foundational and central role. External factors, such as the university environment, provide additional influence, though their impact varies depending on the type of learning engagement. A high level of learning engagement is associated with two distinct configurational paths, identified as the endogenous model and the endogenous–exogenous promotion model. Having positive professional evaluations and a strong professional identity is found to have a significant positive impact on students’ academic engagement. Conversely, a low level of learning engagement follows three distinct configurational paths, collectively termed the endogenous suppression model, in which a lack of professional emotions and low academic self-efficacy are key inhibitors of academic engagement. Theoretical and practical implications based on the research findings are also discussed.

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