Abstract
This study aimed to identify the interactions between students’ cognitive presence, school guidance services and adaptive learning engagement in a junior high school context. This quantitative research adopted a stratified sampling technique to draw a sample of 300 junior high school students. Self-completed questionnaires were distributed from August 2023 to April 2024. The analysis included means, standard deviations Cronbach’s alpha coefficient, also Pearson coefficients and regression to compare the variables. The study showed that students perceived a very high cognitive presence that enhanced adaptive learning engagement. School guidance services also mediate the relationship between cognitive presence and adaptive learning engagement interaction and a direct effect. A positive moderate relationship was observed between cognitive presence and Adaptive learning engagement represented. This research shows that students experience enhanced adaptive learning engagement when cognitive presence is effectively promoted. It is recommended that improvement of school guidance services may serve as crucial support and backing promoting the conditions for effective mastery of learning achievements. It is therefore important for educational policymakers and practitioners to pay the most attention to improving guidance programs as well as student-centered learning approaches to enhance students’ intellectual participation and achievement.
