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Abstract
In educational psychology, understanding and improving student engagement remains a key focus. This article explores the complex connection between Learning Management Systems (LMS), Psychological Capital (PsyCap), and student engagement in digital learning settings. Using literature reviews, previous research, and theoretical frameworks, we suggest a conceptual model showing how LMS impacts student engagement. In this model, PsyCap acts as a mediator, a role that has not been tested before. By combining theories from educational psychology, organizational behavior, and technology-based learning, we argue that LMS features have a dual effect on student engagement. They directly influence engagement levels and also indirectly affect engagement through the psychological resources students have. Our framework offers a comprehensive understanding of the intricate processes that drive student engagement in online learning environments. It offers useful insights for future research and guides teaching methods aimed at improving learning experiences.
Keywords: LMS, Psychological Capital, Student Engagement, Digital Learning
