Building pathways to engagement: a longitudinal study of future work self-salience, consideration of future consequences, and student learning engagement

• Yutong Liu ^[1] ; Mingyu Li ^[2] ; Quan Yi ^[3] ; Xin Zhang ^[4]
  1. [1] Southeast University

     Southeast University

     China

     
  2. [2] Buckinghamshire New University

     Buckinghamshire New University

     Wycombe, Reino Unido

     
  3. [3] Beijing Normal University

     Beijing Normal University

     China

     
  4. [4] Zhejiang University of Finance & Economics

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• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 4, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-01044-3
• Texto completo no disponible (Saber más ...)
• Resumen

  • Student learning engagement is critical for educational progress and individual growth. This 18-month longitudinal study, guided by the goal-setting theory, explores how students’ Future Work Self-Salience affects their learning engagement and examines the mediating effect of their Consideration of Future Consequences, based on data collected from 665 high school students over three waves. The findings demonstrate that Consideration of Future Consequences is a critical mediator, with its positive influence on student learning engagement increasing over time. The positive predictive effect of Future Work Self-Salience on future student learning engagement gradually emerges and becomes more pronounced as time progresses, but over time, the direct effect of Future Work Self-Salience on learning engagement becomes more significant as its influence on Consideration of Future Consequences diminishes. Implications for school leaders and policymakers are discussed.

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