Abstract
In the present longitudinal study, cross-lagged path models were applied to investigate the potential reciprocal relationships between senior secondary school students’ motivation and their cognitive engagement, using data from 623 Chinese senior secondary school students across 2 years. The 623 students completed self-reported measures of motivation and engagement at three time points within 2 years. The results suggest that the participants held a mixed type of intrinsic and extrinsic motivation to learn mathematics and did not hold a deep level of cognitive engagement in mathematics learning. Compared with their extrinisic motivation, their intrinsic motivation to learn mathematics was more closely related to their cognitive engagement in mathematics learning, which points to a stronger reciprocal effect between their cognitive engagement and intrinsic motivation. The findings suggest that societal and cultural factors, such as the strong examination culture and high external expectations might be influential factors affecting the reciprocal relationships among students’ motivation and cognitive engagement.
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