Understanding effects of engaging online learning environments on students’ cognitive engagement and well-being: the role of academic self-concept and flow

Engaging online learning environments (EOLE) is one of the most critical drivers of students' engagement in online learning. However, discussions about how and to what extent EOLE affects students' engagement are under-researched. Therefore, it is necessary to explore the effect of EOLE on students' cognitive engagement. In this study, 368 graduate students enrolled in online courses were surveyed. The partial least square structural equation modeling was employed to explore the relationships among EOLE, academic self-concept, flow, cognitive engagement and well-being. Results showed that EOLE had positive effects on academic self-concept, flow, deep and shallow cognitive engagement, and well-being. In addition, academic self-concept mediated the effect of EOLE on well-being, but its mediating role between EOLE and both deep and shallow cognitive engagement was not observed. Flow mediated the effect of EOLE on both deep and shallow cognitive engagement, but its mediating role between EOLE and well-being was not significant. Furthermore, the effects of EOLE on both deep and shallow cognitive engagement were sequentially mediated through academic self-concept and flow. However, the sequential mediating effects of academic self-concept and flow in the relationship between EOLE and well-being were also not significant. This study suggests that practitioners and educators should design effective online learning environments to improve online learners' engagement and well-being.