The research of the correlations between psychological factors and students' learning engagement: a systematic review and meta-analysis.

Background: Student learning engagement-the cognitive, behavioral, and emotional investment in academic activities-is a key determinant of academic success. Three psychological factors have been identified as predictors: motivation, self-efficacy, and psychological resilience. However, primary studies report inconsistent effect sizes (β = 0.16-0.97) and typically examine these constructs in isolation. No comprehensive meta-analysis has simultaneously evaluated all three predictors' relative strength within an integrated framework, limiting the empirical basis for designing targeted educational interventions. Objective: Grounded in the broaden-and-build theory, this systematic review and meta-analysis examines the strength and consistency of associations between motivation, self-efficacy, psychological resilience, and learning engagement, explores their underlying mechanisms, and offers evidence-based recommendations for enhancing psychological support in educational settings. Methods: Following PRISMA 2020 guidelines, a systematic search was conducted across nine databases (PubMed, Embase, Cochrane, Web of Science, VIP, CNKI, Scopus, PsycINFO, and Ovid) for studies published between January 2018 and June 2025. The protocol was not prospectively registered on PROSPERO or any equivalent platform. Methodological quality was assessed using JBI critical appraisal tools. Standardized path coefficients (β) were extracted and meta-analyses performed using Stata 14.0 and Review Manager 5.4. Heterogeneity, publication bias, and result robustness were evaluated via I Results: Structural equation modeling (SEM) was the primary analytical method, employed in twenty studies versus five using multiple regression. The meta-analysis revealed statistically significant positive associations of varying magnitude between all three psychological factors and learning engagement. Standardized path coefficients ranged from small-to-medium to large effects: motivation (β = 0.193-0.972), self-efficacy (β = 0.166-0.500), and psychological resilience (β = 0.187-0.539). However, substantial heterogeneity was observed across all three factor groups ( Conclusion: As the first meta-analysis to concurrently examine motivation, self-efficacy, and psychological resilience as predictors of learning engagement, this study demonstrates consistent positive associations across diverse educational contexts. Given the cross-sectional nature of the included studies, findings should be interpreted as associations rather than causal effects. These results provide a robust empirical foundation for developing targeted, psychologically informed educational interventions.