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Developmental trajectories of emotional school engagement from middle to late childhood in mainland China: contributions of early peer relationships and academic achievement

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Abstract

The goal of this longitudinal study was to examine developmental trajectories of emotional school engagement among Chinese elementary school children. In addition, we sought to explore the role of early peer relationships and academic achievement as predictors of these trajectories. Participants at the outset of the study were N = 1,136 second-grade students (582 boys; Mage = 8.59 years) in mainland China. At Time 1, peers provided nominations of peer preference and victimization, and teachers rated children’s academic achievement. Longitudinal data on self-reported emotional engagement were then collected annually for four years. Among the results, two distinct trajectories of emotional school engagement were identified: High-Decreasing and Low-Increasing. Children at Time 1 with more positive peer relationships and higher academic achievement were more likely to be in the High-Decreasing trajectory. Children with higher academic achievement also displayed a more rapid decrease in their emotional engagement in the High-Decreasing subgroup and a lower increase in their emotional engagement in the Low-Increasing subgroup. Results are discussed in terms of the implications of emotional engagement in the Chinese cultural context.

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Acknowledgements

This work was supported by grants from the National Natural Science Foundation of China (31971001) and the Research Project of Shanghai Science and Technology Commission (20dz2260300). We are grateful to the children and teachers for their participation.

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Authors and Affiliations

  1. Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China

    Junsheng Liu

  2. Shanghai Changning Mental Health Center, Shanghai, China

    Junsheng Liu

  3. School of Psychology and Cognitive Science, East China Normal University, Shanghai, China

    Zhongmin Zhu

  4. Lab for Educational Big Data and Policymaking, Shanghai Academy of Educational Science, Shanghai, China

    Zhongmin Zhu

  5. Department of Psychology, Neuroscience and Behavior, McMaster University, Hamilton, Canada

    Xiaoxue Kong

  6. Department of Psychology, Carleton University, Ottawa, ON, Canada

    Robert J. Coplan

  7. Factor-Inwentash Faculty of Social Work, University of Toronto, Toronto, ON, Canada

    Kedi Zhao

  8. Department of Psychology, Shanghai Normal University, Shanghai, China

    Dan Li

  9. Graduate School of Education, University of Pennsylvania, PA, Philadelphia, USA

    Xinyin Chen

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Junsheng Liu. Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai 200062, China. E-mail: jsliu@psy.ecnu.edu.cn

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Liu, J., Zhu, Z., Kong, X. et al. Developmental trajectories of emotional school engagement from middle to late childhood in mainland China: contributions of early peer relationships and academic achievement. Eur J Psychol Educ 39, 151–170 (2024). https://doi.org/10.1007/s10212-023-00691-8

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