Examining Chinese University Students' Engagement Through Academic Self‐Efficacy, Teacher‐Student Rapport, and Flourishing: A PLS ‐ SEM and

ABSTRACT

Student engagement is an important indicator of learning quality in higher education, yet its personal, relational, and psychological mechanisms require further examination. Based on data from 469 Chinese undergraduate students, this study investigated the relationships among academic self‐efficacy, teacher‐student rapport, flourishing, and student engagement. Partial least squares structural equation modelling (PLS‐SEM) was used to examine direct and indirect relationships, while fuzzy‐set qualitative comparative analysis (fsQCA) was used to identify configurations leading to high and low student engagement. The PLS‐SEM results showed that academic self‐efficacy, teacher‐student rapport, and flourishing all positively predicted student engagement. Teacher‐student rapport and flourishing also mediated the relationship between academic self‐efficacy and student engagement, and the serial mediation pathway was significant. The fsQCA results showed that no single condition was necessary for high or low engagement. High engagement was produced by three configurations: academic self‐efficacy with teacher‐student rapport, academic self‐efficacy with flourishing, and teacher‐student rapport with flourishing. Low engagement was linked to the absence of flourishing or the combined absence of academic self‐efficacy and teacher‐student rapport. These findings suggest that improving student engagement requires more than strengthening individual motivation. Universities also need to build supportive learning environments that connect teacher‐student relationships, academic support, and student well‐being. This study shows how personal, relational, and well‐being resources jointly support learning quality and student development in higher education.