ERIC Number: EJ1458087
Record Type: Journal
Publication Date: 2025-Dec
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
EISSN: EISSN-1573-1928
Bidirectional Longitudinal Relationships between Beliefs about Adversity, Teacher-Student Relationships and Academic Engagement of Left behind Children
Yue Jia; Ruibo Xie; Xuan Wang; Yanlin Chen; Wan Ding; Weijian Li
Social Psychology of Education: An International Journal, v28 n1 Article 22 2025
Focusing on the academic engagement and its influence mechanism for left-behind children can enhance their autonomy and passion, which is crucial for their future growth. Nevertheless, the factors that impact the academic engagement of left-behind children and the intricate interaction between these factors and their underlying mechanisms remain unclear. This study seeks to investigate the interconnectedness and cyclical functions of left-behind children's beliefs about adversity, teacher-student relationship, and academic engagement, considering both intrapersonal and interpersonal resources and the dynamic growth of children. A total of 613 left-behind children (Mage = 9.52, SD = 0.78) completed the measurements of adversity about beliefs, teacher-student relationships and academic engagement, and the data were provided in three waves (T1, T2, and T3). The results indicated an interaction between left-behind children's beliefs about adversity, teacher-student relationships and academic engagement. Specifically, teacher-student relationships and beliefs about adversity positively predicted left-behind children's academic engagement, and academic engagement significantly predicted left-behind children's teacher-student relationships and beliefs about adversity. The findings support the developmental resources model and the developmental ecology theory, and also suggest that there may be a virtuous cycle between beliefs about adversity, teacher-student relationships and left-behind children's academic engagement, respectively. These findings extend existing research on left-behind children's learning and have theoretical and practical value for improving left-behind children's academic engagement.
Descriptors: Beliefs, Teacher Student Relationship, Learner Engagement, Student Attitudes, Barriers, Children
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A