Abstract: The purpose of this study is to explore the relationship between undergraduates' learning engagement, adaptation, and self-efficacy and academic performance in blended learning. We conducted a questionnaire survey among 653 students who studied the course Modern Educational Technology at a university. Then, the measured values of learning engagement, self-efficacy, and adaptation were paired with the course score. These data were analyzed with correlation analysis and structural equation model. The results show that: 1) Academic achievement is positively correlated with learning adaptation, but not with learning self-efficacy or learning engagement; 2) Learning adaptation significantly positively predicts academic achievement; 3) Learning engagement can indirectly influence academic performance through the full mediating effect of learning adaptation, but the effect is weak; and 4) Learning self-efficacy indirectly affects academic performance through learning adaptation and “learning engagement → learning adaptation”, but the total effect is weak. It is believed that learning adaptation is a key factor affecting academic achievement in blended learning.

Key words: blended learning, learning self-efficacy, learning engagement, learning adaptation, academic performance