Self-regulated learning and academic engagement among university students: a latent mediation model of achievement emotions

Drawing on SRL theory and control–value theory, this study tested a latent parallel mediation model linking self-regulated learning (SRL) to academic engagement via positive and negative achievement emotions. Participants were 207 Chinese undergraduates who completed the MSLQ (SRL), AEQ-S (enjoyment/hope; anxiety/boredom), and the Student Engagement Scale. Latent SEM with MLR in Mplus showed excellent fit, χ 2 (183) = 200.48, p = 0.179; CFI = 0.991; TLI = 0.989; RMSEA = 0.021; SRMR = 0.040. SRL positively predicted positive emotions (β = 0.484, p < 0.001) and negatively predicted negative emotions (β = −0.456, p < 0.001); positive emotions were positively associated with engagement (β = 0.262, p = 0.001) and negative emotions were negatively associated with engagement (β = −0.297, p < 0.001). Both indirect effects were significant (β = 0.127, p = 0.006; β = 0.136, p = 0.001) and the direct SRL → engagement path remained significant (β = 0.332, p < 0.001), supporting partial mediation and indicating that SRL was associated with engagement partly through higher positive emotions and lower negative emotions.