Empowering online learning engagement through interaction: effects of self-regulated learning and family function

Despite the fact that interaction with others (learners and instructors) impacts online learning engagement (OLE), it remains unclear how and when interaction relates to OLE. By integrating social-cognitive theory with ecological systems theory, we theorise a moderated mediation model that links interaction to OLE by exploring the effects of self-regulated learning and family function. Data were collected from 606 undergraduates in China. Our results revealed that interaction positively affected students' OLE. Especially, learner - learner interaction explained a larger proportion of variance than learner - instructor interaction. In addition, the interaction contributed to OLE through the beneficial effects of self-regulated learning. Furthermore, the mediating effect of self-regulated learning on the association between learner - learner interaction and emotional engagement was moderated by family function. The implications for theory, practice, and future research have been discussed.