Wang Hanbin, Jimerson Shane, Saiding Abudusalamu, Guo Kejing, Chen Chun
School of Humanities and Social Science, Chinese University of Hong Kong, Shenzhen.
Gevirtz Graduate School of Education, University of California, Santa Barbara.
Sch Psychol. 2025 Sep;40(5):554-565. doi: 10.1037/spq0000673. Epub 2024 Dec 12.
School engagement generally declines during adolescence and was reported to be worse in Chinese adolescents in rural areas compared to those in urban cities. Extensive studies have investigated the roles of perceived social support (i.e., students' perceived teacher support, family cohesion, and peer support) in shaping students' school engagement. However, inconsistent findings were documented. Furthermore, the underlying mechanism between perceived social support and school engagement lacks investigation. Therefore, informed by the bioecological model and the process model of interpersonal strategies, this longitudinal study examined (a) whether three sources of perceived social support (i.e., teacher support, family cohesion, and peer support) at Time 1 were associated with school engagement at Time 2 both directly and indirectly through emotion regulation (i.e., cognitive reappraisal and expressive suppression) at Time 2 and (b) whether such pathways differentiated between non-left-behind adolescents and left-behind adolescents (LBA), with left behind being a unique cultural phenomenon in rural China. Structural equation modeling was employed to test the multiple mediation models among 3,043 Chinese rural adolescents (46.86% boys; = 15.82 years, = 1.56) in two rural boarding schools in Guizhou and Gansu province. In the overall sample, (a) cognitive reappraisal fully mediated the association between teacher support and school engagement. (b) Family cohesion was positively associated with school engagement, while the indirect effects were not significant. Different pathways were revealed in non-left-behind adolescents and left-behind adolescents. (c) Peer support had no direct or indirect effect on school engagement. This study contributes to the understanding of how social-emotional processes influence school engagement and informs culturally responsive strategies and practices that enhance school engagement. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
在青少年时期，学校参与度普遍会下降，而且据报道，与城市青少年相比，中国农村青少年的学校参与度更差。大量研究调查了感知到的社会支持（即学生感知到的教师支持、家庭凝聚力和同伴支持）在塑造学生学校参与度方面的作用。然而，研究结果并不一致。此外，感知到的社会支持与学校参与度之间的潜在机制缺乏研究。因此，本纵向研究以生物生态模型和人际策略过程模型为依据，考察了：（a）时间1时感知到的三种社会支持来源（即教师支持、家庭凝聚力和同伴支持）是否直接以及通过时间2时的情绪调节（即认知重评和表达抑制）间接与时间2时的学校参与度相关；（b）这些路径在非留守儿童和留守儿童之间是否存在差异，留守儿童是中国农村特有的文化现象。采用结构方程模型对来自贵州和甘肃两省两所农村寄宿制学校的3043名中国农村青少年（46.86%为男生；平均年龄=15.82岁，标准差=1.56）的多重中介模型进行了检验。在总体样本中，（a）认知重评完全中介了教师支持与学校参与度之间的关联。（b）家庭凝聚力与学校参与度呈正相关，但其间接效应不显著。在非留守儿童和留守儿童中发现了不同的路径。（c）同伴支持对学校参与度没有直接或间接影响。本研究有助于理解社会情感过程如何影响学校参与度，并为增强学校参与度的文化适应性策略和实践提供依据。（《心理学文摘数据库记录》（c）2025美国心理学会，保留所有权利）
