Which Comes First, Social Support or Learning Engagement? A Cross-Lagged Study in a Chinese Context

• In Event: Investigating K–12 Learning Environments

Abstract

This study adopted a three-wave random intercept cross-lagged panel model to explore the longitudinal reciprocal relationships between social support and engagement in mathematics learning among Chinese high school students. Two samples, including 3505 students, were tracked with their perceived social support and engagement levels in mathematics learning over three academic semesters. The study demonstrated a reciprocal relationship between perceived social support and engagement maintained consistently across samples. Perceived social support in mathematics learning positively predicted students’ subsequent mathematics learning engagement. Meanwhile, students’ engagement in mathematics learning positively predicted their subsequent perceived social support. While prior cross-sectional research only showed how social support predicts student engagement, the current study provides initial evidence for the possibly mutually reinforcing relationship over time.

Authors

• Tianxue Cui, Dalian Maritime University

• Emily Hongzhen Cheng, University of Macau

• Chun Seng Kam, University of Macau