An Archaeological Perspective: Exploring the Relationship Between Learning Engagement and Value Preferences Among Foreign Language Majors in Northeast Chinese Universities

Abstract

Current research on learning engagement predominantly focuses on individual factors influencing engagement levels among college students. However, the relationship between individual value preferences and learning engagement remains inadequately explored. This study aims to elucidate the connections between individual value preferences and degrees of learning engagement, with a specific focus on the value preferences of Chinese college students with high levels of learning engagement in foreign language majors from Northeast China. Data from 360 first-year students in this region were analyzed, revealing two clusters based on differing levels of learning engagement. Comparing the value preferences of students with high versus low levels of learning engagement, the results indicate that students with high learning engagement place greater emphasis on "Social Focus" values, "Openness to Change" values, benevolence, and hedonism. This finding opens promising avenues for future research to investigate the potential impact of value education on students' learning engagement, drawing parallels with archaeological approaches to understanding human behavior and cultural evolution.