Abstract
This study examines how Outcome-Based Education (OBE) components influence learning efficiency (LE) by investigating the mediating role of learning motivation (LM) and the moderating role of emotional regulation (ER) in a performance-based discipline. The novelty of this research lies in integrating OBE structural elements with the Control-Value Theory of Achievement Emotions (CVTAE) to explain the psychological mechanisms underlying learning efficiency in broadcasting and hosting arts education—an area that remains underexplored in OBE research. A quantitative cross-sectional survey was conducted with 178 undergraduate students from a Malaysian higher education institution. Data were analyzed using Partial Least Squares Structural Equation Modeling (SmartPLS 4.0) to test direct, mediating, and moderating effects. The results show significant direct effects of constructive curriculum alignment (CCAA → LE: T = 2.255, p = 0.024), formative feedback and alignment (FFCA → LE: T = 3.746, p < 0.001), and learning motivation (LM → LE: T = 3.036, p = 0.002). Learning motivation significantly mediated the relationships between CDLO, CCAA, and FFCA with learning efficiency. However, emotional regulation did not significantly moderate the LM–LE relationship. These findings confirm that motivational mechanisms are the primary pathway through which OBE components enhance learning efficiency. The study extends CVTAE into the OBE framework and provides evidence-based guidance for designing alignment-driven and feedback-oriented curricula that strengthen student motivation in performance-based education.
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Data availability
The study generated quantitative data through anonymized electronic questionnaires. However, these data are not publicly available due to confidentiality and ethical constraints. Public deposition is not feasible under current consent and approval but may be reconsidered in the future. De-identified, aggregated data and the survey instrument are available from the corresponding author upon request, subject to a data-sharing agreement.
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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Sun Ximeng, Feng Wang, Ning Meng and Albattat Ahmad. The first draft of the manuscript was written by Sun Ximeng, Feng Wang, Ning Meng and Albattat Ahmad. Data analysis was performed by all authors. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript. Declarations The authors did not receive support from any organization for the submitted work. The authors have no relevant financial or non-financial interests to disclose. Data Availability The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
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Ethical approval for the study was obtained from the Institutional Review Board (IRB) of Hebei Academy of Fine Arts (Approval Code: HBAFA-2024-0321), date of ethical approval, which was obtained on 13 May 2024, prior to the commencement of data collection. The scope of this approval covered all study procedures, including participant recruitment, questionnaire survey, data collection, and data analysis, as described in the manuscript. All procedures were conducted in accordance with the Declaration of Helsinki and relevant national regulatory requirements of the People’s Republic of China. Specifically, the research adhered to the “Measures for the Ethical Review of Life Science and Medical Research Involving Human Beings (2023)” and the “Measures for the Ethical Review of Science and Technology Activities (Trial) (2023)”.
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Written informed consent was obtained from all participating students and instructors on 1st August 2024, prior to data collection. No participants under the age of 16 were involved in the study. Informed consent covered voluntary participation, the use of de-identified data for analysis, and the publication of findings. Participants were informed of the research objectives, anonymity assurance, data usage for research purposes, and their right to withdraw at any time without disadvantage. No foreseeable risks were associated with participation beyond the time and effort required for the survey, and no vulnerable individuals were involved.
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Ximeng, S., Wang, F., Meng, N. et al. The impact of outcome-based education on learning efficiency in higher education: mediating role of motivation and moderating role of emotional regulation. Humanit Soc Sci Commun (2026). https://doi.org/10.1057/s41599-026-07213-z
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DOI: https://doi.org/10.1057/s41599-026-07213-z
