Longitudinal relations among basic psychological need satisfaction, core self-evaluation, and learning engagement in Chinese adolescents: a three-wave random intercept cross-lagged panel analysis.
- 1School of Educational Science, Anhui Normal University, Wuhu, China.
- 2School of Educational Science, Anhui Normal University, Wuhu, China. [email protected].
- 3Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China. [email protected].
Abstract
Background
Learning engagement faces multiple challenges during adolescence, yet self-determination theory suggests that basic psychological need satisfaction may serve as a protective factor that promotes sustained engagement. However, the underlying mechanisms remain unclear. This study examined the longitudinal associations among basic psychological need satisfaction, core self-evaluation, and learning engagement in Chinese adolescents.Methods
A total of 1266 high school students from five schools in Anhui Province, China (Mage = 15.36 ± 0.59, 52.4% girls) completed three surveys at one-year intervals. Using random intercept cross-lagged panel models, this study examined the interactive relationships among these variables. Participants completed Basic Psychological Need Scales, Core Self-evaluation Scale and Utrecht Work Engagement Scale-Student.Results
The random intercept cross-lagged panel models revealed bidirectional relationships between basic psychological need satisfaction and learning engagement, between core self-evaluation and learning engagement, and between basic psychological need satisfaction and core self-evaluation. The reciprocal interplay between basic psychological need satisfaction and core self-evaluation was found to influence learning engagement. In turn, learning engagement affected the reciprocal relationship between the two.Conclusion
These findings extend self-determination theory by revealing a dynamic, mutually reinforcing cycle among internal psychological resources and learning behavior. The results underscore the value of attending not only to need satisfaction and self-evaluation as drivers of engagement, but also to engagement itself as a potential resource for adolescent psychological development.
Related
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BibTeX
@article{zhao2026longitudinal,
title = {{Longitudinal relations among basic psychological need satisfaction, core self-evaluation, and learning engagement in Chinese adolescents: a three-wave random intercept cross-lagged panel analysis.}},
author = {Xintong Zhao and Tao Xin and Qingsong Sang},
journal = {BMC psychology},
year = {2026},
month = aug,
doi = {10.1186/s40359-026-05294-8},
url = {https://europepmc.org/article/MED/42968198},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Longitudinal relations among basic psychological need satisfaction, core self-evaluation, and learning engagement in Chinese adolescents: a three-wave random intercept cross-lagged panel analysis.
AU - Xintong Zhao
AU - Tao Xin
AU - Qingsong Sang
PY - 2026
DA - 2026/08/05
JO - BMC psychology
DO - 10.1186/s40359-026-05294-8
UR - https://europepmc.org/article/MED/42968198
AB - Background Learning engagement faces multiple challenges during adolescence, yet self-determination theory suggests that basic psychological need satisfaction may serve as a protective factor that promotes sustained engagement. However, the underlying mechanisms remain unclear. This study examined the longitudinal associations among basic psychological need satisfaction, core self-evaluation, and learning engagement in Chinese adolescents.Methods A total of 1266 high school students from five schools in Anhui Province, China (Mage = 15.36 ± 0.59, 52.4% girls) completed three surveys at one-year intervals. Using random intercept cross-lagged panel models, this study examined the interactive relationships among these variables. Participants completed Basic Psychological Need Scales, Core Self-evaluation Scale and Utrecht Work Engagement Scale-Student.Results The random intercept cross-lagged panel models revealed bidirectional relationships between basic psychological need satisfaction and learning engagement, between core self-evaluation and learning engagement, and between basic psychological need satisfaction and core self-evaluation. The reciprocal interplay between basic psychological need satisfaction and core self-evaluation was found to influence learning engagement. In turn, learning engagement affected the reciprocal relationship between the two.Conclusion These findings extend self-determination theory by revealing a dynamic, mutually reinforcing cycle among internal psychological resources and learning behavior. The results underscore the value of attending not only to need satisfaction and self-evaluation as drivers of engagement, but also to engagement itself as a potential resource for adolescent psychological development.
SN - 2050-7283
ER -