Scholarlink

<p>With increasing attention to the learning engagement of rural left-behind children (rural LBC), high-quality student-teacher relationship is recognized as one of the key factors in promoting their learning engagement. However, few studies have explored the longitudinal stability of learning engagement of rural LBC in adversity and its relationship with student-teacher relationship. To address these issues, this study used three waves of longitudinal data and a person-centered approach to examine the classification and changes in learning engagement among rural LBC over a 12-month period, while exploring its relationship with student-teacher relationship. The sample comprised 598 rural LBC from three primary schools in China. Latent Profile Analysis revealed that rural LBC’s learning engagement could be classified into low, medium, and high levels. Latent Transition Analysis revealed that most rural LBC remained in the same learning engagement profile across adjacent time points, with the high engagement profile showing the greatest stability. Meanwhile, some rural LBC experienced transitions to higher engagement profiles, such as from low to medium engagement and from medium to high engagement. Further analyses showed that student-teacher relationship did not significantly predict transitions in learning engagement from T1 to T2. However, from T2 to T3, stronger student-teacher relationship increased the likelihood of transitioning from low to medium engagement and decreased the likelihood of transitioning from medium to low engagement.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

How to grow from adversity? A latent transition analysis of the longitudinal stability of learning engagement and its relationship with student-teacher relationships among rural left-behind children in Chinese primary schools

  • 期刊论文

  • 发表日期：

    2026年7月14日

查看全文
  • Deqin Tan,
  • Ruibo Xie,
  • Ruonan Qin,
  • Shengcheng Song,
  • Xiuyun Lin,
  • Wan Ding

摘要

With increasing attention to the learning engagement of rural left-behind children (rural LBC), high-quality student-teacher relationship is recognized as one of the key factors in promoting their learning engagement. However, few studies have explored the longitudinal stability of learning engagement of rural LBC in adversity and its relationship with student-teacher relationship. To address these issues, this study used three waves of longitudinal data and a person-centered approach to examine the classification and changes in learning engagement among rural LBC over a 12-month period, while exploring its relationship with student-teacher relationship. The sample comprised 598 rural LBC from three primary schools in China. Latent Profile Analysis revealed that rural LBC’s learning engagement could be classified into low, medium, and high levels. Latent Transition Analysis revealed that most rural LBC remained in the same learning engagement profile across adjacent time points, with the high engagement profile showing the greatest stability. Meanwhile, some rural LBC experienced transitions to higher engagement profiles, such as from low to medium engagement and from medium to high engagement. Further analyses showed that student-teacher relationship did not significantly predict transitions in learning engagement from T1 to T2. However, from T2 to T3, stronger student-teacher relationship increased the likelihood of transitioning from low to medium engagement and decreased the likelihood of transitioning from medium to low engagement.