The impact of goal orientation on Chinese university students’ reading engagement: the mediating roles of boredom and self-efficacy

Purpose: Drawing on achievement goal theory and self-efficacy theory, this study investigates how goal orientation shapes reading engagement, with a particular focus on the mediating roles of boredom and self-efficacy. While prior research has examined these factors separately, few studies have integrated them within a single analytical model, and even fewer have done so in non-Western higher education contexts. Methods: A cross-sectional survey was conducted with 522 undergraduates from universities in mainland China. Participants completed validated measures of goal orientation, boredom, self-efficacy, and reading engagement. Pearson correlations and path analysis were employed to test the hypothesized mediation model. Results: < 0.001). Boredom emerged as a significant negative mediator, whereas self-efficacy acted as a positive mediator. However, the dual mediation pathway of boredom and self-efficacy combined was not significant, indicating that motivational and affective processes may influence engagement through distinct channels. Conclusion: This study contributes new cross-cultural evidence on the mechanisms linking motivation, affect, and engagement in higher education. Findings underscore the importance of cultivating meaningful learning goals and strengthening students' self-efficacy to sustain reading engagement, particularly in contexts where academic pressure is high. The study advances theoretical understanding by integrating motivational and emotional mediators within a unified model, offering insights relevant for both Chinese and international educational settings.