Cognitive presence was positively related to learning engagement and mediated relationships of teaching presence (full) and self-regulation (partial) with engagement¶
Claim · All claims
Evidence · 1 study · associationalr2·q2·i3large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i3 Cognitive presence positively predicted learning engagement (β = 0.592, p < 0.001), fully mediating teaching presence effects and partially mediating self-regulation effects. → Doo 2023
Evidence¶
Doo 2023¶
Doo, M. Y., Bonk, C. J., & Heo, H. (2023). Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10187-3
q2 · i3 · associational · r2
SEM results from 1435 undergraduates supported H9 with "β = 0.592, t = 12.705, p < 0.001". The authors report full mediation for teaching presence and partial mediation for self-regulation through cognitive presence.
"Finally, the positive relationship between cognitive presence and learning engagement was found (β = 0.592, t = 12.705, p < 0.001); thus, H9 was supported."
Discussion¶
Learner Variables¶
- Self-Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Teaching presence was positively related to cognitive presence but had no direct relationship with learning engagement; cognitive presence fully mediated the teaching presence–engagement relationship — a narrower finding that bears on this claim
- In a cross-sectional survey analysed with SEM, self-efficacy's direct path to learning engagement was non-significant, and its association with engagement ran indirectly through self-regulation, teaching presence and cognitive presence (statistical mediation, which cannot show cause) — related
- Self-efficacy for learning was positively related to teaching presence, self-regulation, and cognitive presence among Korean undergraduates during COVID-19 — related
- Self-regulation was positively related to both cognitive presence and learning engagement — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.