An empirical investigation of the effectiveness of project-based course learning within hospitality programs: The mediating role of cognitive engagement

The study examined the mediator role of cognitive engagement in the relationships among learning motivation, self-efficacy, learning anxiety, and learning achievement in Project-based learning (PBL) course. Self-reported measures of related variables were obtained from 252 undergraduate students from 8 universities in Taiwan. The results showed that learning motivation and self-efficacy have a positive effect on learning achievement while learning anxiety has a negative effect on learning achievement. The mediator effect of cognitive engagement is also discussed in this study. In addition, this study also offers some suggestions to engage future project-based learning methods in research or teaching using teachers or researchers as references.

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