Uncertainty Avoidance Moderates the Relationship between Time Management Monitoring and Learning Engagement in Blended Learning Contexts among University Students in Beijing

Abstract

The aim of this study was to investigate the relationship between time management monitoring and learning engagement in a blended learning environment among university students, as well as the moderating effect of uncertainty avoidance on this relationship. The subjects were 548 undergraduates from 6 universities in Beijing, with 467 valid responses received. The data was collected using the Time Management Monitoring Scale, Learning Engagement Scale, and Uncertainty Avoidance Scale, with confirmatory factor analysis and reliability tests confirming their validity and reliability. This was a field study examining blended learning courses combining online and offline instruction at universities in Beijing. Structural equation modeling revealed that time management monitoring positively influenced learning engagement. Uncertainty avoidance also had a positive effect on learning engagement and moderated the relationship between time management monitoring and learning engagement. Students with higher uncertainty avoidance exhibited a more significant positive association between their time management abilities and engagement in blended learning contexts.