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BACKGROUND: Emotions and cognitions are important factors of learning engagement. While extensive research focuses on in-class activity, there is a gap in understanding engagement in out-of-class study contexts, particularly the interplay between motivation and situational engagement. AIMS: This study aimed to examine the relationship between students' motivation, situational engagement (emotions and learning strategies) and the context of out-of-class learning activities. SAMPLES: The study involved 394 undergraduate students, with a mean age of 21.26 (SD = 4.34). Students came from diverse ethnic backgrounds and various academic disciplines. METHODS: We used the Experience Sampling Method (ESM) to capture in-situ data. During scheduled study sessions, participants filled out brief surveys on their smartphones regarding their cognitive engagement, emotional states and learning activities. RESULTS: Motivation influenced emotional and cognitive engagement across various learning activities. The positive association between self-efficacy, enjoyment and hope was weakened during collaborative activities, and its protective role against anxiety was reduced during assessments. Students with higher utility value reported greater enjoyment during reading and multimedia learning but less enjoyment during preparation and planning. For cognitive engagement, high self-efficacy was associated with greater use of deep learning strategies during constructive and application-oriented activities. A reciprocal relationship emerged between emotions and cognition: positive emotions enhanced deep strategy use, which in turn promoted positive emotions and reduced negative ones. CONCLUSIONS: The findings highlight the importance of fostering positive emotional experiences and motivation in out-of-class learning contexts. Educational interventions that target these factors can enhance students' engagement, leading to better academic outcomes.
Lin et al. (Mon,) studied this question.