ABSTRACT

This study investigated the relationship between the emotional state of junior Printmaking students at Chengdu Art Vocational University and their learning engagement and competencies during the 2024-2025 academic year. Using a quantitative approach, the research assessed the participants’ emotional state, learning engagement—encompassing cognitive, behavioral, and emotional aspects—and learning competencies, including creativity, critical thinking, collaboration, and communication. A descriptive-correlational design was employed to explore the relationship between these variables, while thematic analysis was used to identify challenges faced by students. The findings reveal a significant relationship between positive emotional states and enhanced learning engagement and competencies in Printmaking, underscoring the importance of fostering emotional well-being to improve overall student success in this creative discipline. Finally, a plan of action was proposed to address identified challenges and enhance emotional states and learning outcomes in Printmaking.

Keywords: art education, emotional state, learning competencies, learning engagement, printmaking
https://doi.org/ 10.57180/tgmc3645