The mediating role of perceived learning engagement in the relationship between field of study preference, learning readiness, and academic competence among undergraduate students in higher education

This study aims to examine the mediating role of perceived learning engagement in the relationship between field of study preference, learning readiness, and academic competence among undergraduate students in the Ethiopian higher education context. In doing so, a correlational study design was employed. Data was collected from 392 participants selected from three institutions. Structural equation modeling was used to analyze the data collected. The results revealed that while field of study preference and learning readiness were positively associated with learning engagement, they didn’t directly predict academic competence. Instead, learning engagement emerged as a significant mediator, suggesting that engagement plays a critical role in translating the effects of field of study preference and learning readiness into measurable academic competence. These findings underscore the importance of fostering learning engagement within higher education, as it enhances the effectiveness of students’ academic choices and learning readiness to be competent in their academics. In the end, possible conclusions were made.