Kahu ER8/08/20148/08/2014The International Journal of the First Year in Higher Education, 2014, August 2014, 5 (2), pp. 45 - 551838-2959https://hdl.handle.net/10179/15154This research followed 19 mature-aged distance students through their first semester of undergraduate study. The analysis of interviews and video diaries presented in this paper focuses on two key elements of emotional engagement: interest and belonging. Findings highlight the importance of interest triggered by personal preferences and experiences. Interest led to enjoyment, increased behavioural engagement with greater time and effort expended, and improved cognitive engagement in terms of depth and breadth of learning. In contrast, there was less evidence of the social side of emotional engagement, belonging. Participants felt little connection to the university, but connecting with fellow students through face-to-face courses and online forums was important for some to reduce their sense of isolation. However, distance study was not for all. The findings highlight the need for staff to consider emotional engagement when designing and delivering the curriculum and when interacting with students, particularly in the all-important first year.45 - 55Journal article10.5204/intjfyhe.v5i2.231345697Massey_Dark1301 Education Systems1302 Curriculum and Pedagogy1303 Specialist Studies in Education