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The developmental trajectory of behavioral school engagement and its reciprocal relations with subjective well-being in school among Chinese elementary school students

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  • Zhu, Xinxin
  • Tian, Lili
  • Zhou, Jianhua
  • Huebner, E. Scott

Abstract

Although the development of elementary school students' behavioral school engagement in Western societies has received much research attention, longitudinal research on its development and predictors in China is still sparse. This two-year, four-wave, accelerated longitudinal study investigated the developmental trajectory of behavioral school engagement across Grades 3–6 among Chinese school students. Based on positive psychology constructs, we investigated the longitudinal relations between subjective well-being (SWB) in school and behavioral school engagement. Data were collected from self-report questionnaires completed by 1057 children (572 males, Mage = 9.4) from Grades 3–5 at the time of the first assessment. Analyses of latent growth curve models indicated a curvilinear trend of behavioral school engagement with an initial increase followed by a slight decrease. Analyses of autoregressive cross-lagged models showed that SWB in school and behavioral school engagement were reciprocally predictive over time. Although cross-cultural research is needed, our findings suggest a possible, unique influence of Chinese culture in shaping the developmental pattern of Chinese students' behavioral school engagement and the role of school-aged children's SWB in school in their behavioral school engagement. Limitations and implications of this study were discussed.

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  • Zhu, Xinxin & Tian, Lili & Zhou, Jianhua & Huebner, E. Scott, 2019. "The developmental trajectory of behavioral school engagement and its reciprocal relations with subjective well-being in school among Chinese elementary school students," Children and Youth Services Review, Elsevier, vol. 99(C), pages 286-295.
    • Handle: RePEc:eee:cysrev:v:99:y:2019:i:c:p:286-295
    DOI: 10.1016/j.childyouth.2019.01.024
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    1. Ed Diener, 1994. "Assessing subjective well-being: Progress and opportunities," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 31(2), pages 103-157, February.
    2. Wang Liu & Lili Tian & E. Scott Huebner & Xiaoting Zheng & Zhaorong Li, 2015. "Preliminary Development of the Elementary School Students’ Subjective Well-Being in School Scale," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 120(3), pages 917-937, February.
    3. Lili Tian & Huan Chen & E. Huebner, 2014. "The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School-Related Subjective Well-Being in Adolescents," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 119(1), pages 353-372, October.
    4. Wang Liu & Jie Mei & Lili Tian & E. Huebner, 2016. "Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 125(3), pages 1065-1083, February.
    5. Lili Tian & Minmin Du & E. Huebner, 2015. "The Effect of Gratitude on Elementary School Students’ Subjective Well-Being in Schools: The Mediating Role of Prosocial Behavior," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 122(3), pages 887-904, July.
    6. Kaye-Tzadok, Avital & Kim, Sun Suk & Main, Gill, 2017. "Children's subjective well-being in relation to gender — What can we learn from dissatisfied children?," Children and Youth Services Review, Elsevier, vol. 80(C), pages 96-104.
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    Cited by:

    1. İbrahim Demirci, 2020. "School Engagement and Well-Being in Adolescents: Mediating Roles of Hope and Social Competence," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1573-1595, October.

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