Abstract
The purpose of this study was to estimate the relationship between student different engagements and three learning outcomes: deep learning, subjective learning effectiveness, and grades. Furthermore, to explore how engaging in learning lead to much more desirable learning results. In most Asian societies, schools mostly relate to competition, and staying in school is seldom the issues when it comes to learning. “Putting endless effort” is always valued virtue, and students’ would make still further progress. However, the effectiveness of learning becomes the most concerns. In other words, how engaging in school or what to engage would cultivate students learning to get not only good, but better outcomes. This research reviewed the related literatures and focused on the factors effected student learning learning engagement and outcomes to provide related information for this topic. The data acquired 279 undergraduate and 256 graduated students (Male=257, Female=276). Seven surveys (84 items) designed by researchers were taken (α=.77~.89). The results indicate that educational activities and learning skills increase grades effectively, whereas affective engagement and higher older thinking skills benefit subjective learning effectiveness. No differences were found in the level of behavioral engagement, deep cognitive engagement and deep learning between undergraduates and graduated students. To conduct deep learning outcomes, not only behavioral but (deep) cognitive engagement becomes the most crucial factor. Despite hard-studying, operating higher order thinking skills smartly and effectively is the key to learn successfully in higher education. To improve the learning for higher education students, we urge more studies to involve in this field in near future.