文献类型：期刊文献

英文题名：The longitudinal linkages among Chinese children's behavioural, cognitive, and emotional engagement within a mathematics context

作者：Hong, Wei[1];Zhen, Rui[2];Liu, Ru-De[1];Wang, Ming-Te[3];Ding, Yi[4];Wang, Jia[5]

第一作者：Hong, Wei

通讯作者：Liu, RD[1]

机构：[1]Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China;[2]Hangzhou Normal Univ, Inst Psychol Sci, Hangzhou, Peoples R China;[3]Univ Pittsburgh, Sch Educ, Dept Psychol, Pittsburgh, PA 15260 USA;[4]Fordham Univ, Grad Sch Educ, Armonk, NY USA;[5]Beijing Union Univ, Teachers Coll, Beijing, Peoples R China

第一机构：Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China

通讯机构：[1]corresponding author), Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.

年份：2020

卷号：40

期号：6

起止页码：666-680

外文期刊名：EDUCATIONAL PSYCHOLOGY

收录：;Scopus(收录号：2-s2.0-85078917106);WOS:【SSCI(收录号:WOS:000512516200001)】；

基金：This study was supported by the Project of Humanities and Social Sciences Key Research Base in Ministry of Education of the People's Republic of China [15JJD190001].

语种：英文

外文关键词：Behavioural engagement; cognitive engagement; emotional engagement; mathematics; primary school students

摘要：Student engagement, consisting of behavioural, cognitive, and emotional components, has been proven to influence both academic success and psychological well-being. To examine the linkages among the three aspects of academic engagement, a sample of 789 Chinese primary school students (47% girls; 39% 3rd graders, 31% 4th graders, 30% 5th graders) completed the Mathematics Engagement Scale at three 6-month intervals over the course of 1.5 years. Results indicated that the effects of behavioural, cognitive, and emotional engagement amplified and influenced one another over time. Specifically, behavioural engagement stably predicted cognitive and emotional engagement over time, but the prediction of cognitive engagement on emotional engagement was not consistent from T1 to T2 and from T2 to T3. In addition, emotional engagement significantly predicted behavioural and cognitive engagement only from T2 to T3. These findings support academic engagement as multidimensional construct and advance the understanding of its internal dynamical and continuous developmental interrelations.