A study on the mechanisms of teachers’ academic emotions and motivational beliefs on learning engagement in the context of online training

Introduction In the context of digital transformation education, online training is one important ways for teachers to improve their professionalism and promote quality education. However, studies have shown that teachers’ suffers from insufficient learning engagement other problems, so it crucial explore factors influencing mechanisms action in training. Methods Taking 589 who participated as research subjects, study used methods survey statistical analysis influence mechanism academic emotions motivational beliefs on based dual perspectives control value theory expectancy-value theory. Results The found that: (1) positive-high arousal emotions, self-efficacy, task significantly positively predicted engagement, respectively; (2) negative-high negative-low negatively engagement; (3) self-efficacy mediated relationship between respectively. Discussion concluded by creating an immersive environment educational meta universe, personalized precise big data adaptive technologies, establishing a multi-dimensional three-dimensional support service system, which can effectively enhance effectiveness.