| “Learn how to study” is essential for Chinese students’ development.However,study engagement as an important part of “learn how to study” has not received much attention.Motivation is one of the core influential factors of study engagement,but today students’ learning is strongly influenced by external motivation like test pressure,social evaluation etc..External motivation is unstable and unsustainable,may cause students’ low learning and innovate ability,even bring about anxiety and depression.Based on self-determination theory,this research focus on How to change learning engagement from external drive(external motivation state)to internal drive(internal motivation state).Specifically,this research focus on exploring whether future time perspective can influence students’ study engagement through motivation internalization,and whether grit and social support can moderate this relationship.Therefore,this study used the Future Time Perspective Scale,Academic SelfRegulation Questionnaire,Utrecht Work Engagement Scale-Student,Grit Scale,and Social Support Scale to measure future time perspective,motivation internalization,learning engagement,grit,and social support 664 secondary school students completed all these measurements.The results showed that:(1)Some of the interested variables differed in terms of demographic variables.study engagement and social support differs on gender,females have higher levels of study engagement,males have higher levels of social support.Future time perspective,study engagement,and social support differs on being a single-child or not,single-child participants has higher levels of future time perspective,study engagement,and social support.Future time perspective,motivation internalization,study engagement,grit,and social support differs on grade,junior high school students have higher levels of future time perspective,motivation internalization,study engagement,grit,and social support.(2)Future time perspective positively predicts learning engagement.(3)Motivation internalization mediates the relationship between future time perspective and study engagement.(4)Grit positively predicts study engagement.(5)Grit moderates the relationship between motivation internalization and study engagement.As the level of grit increases,the positive predictive effect of motivation internalization on study engagement diminishes.(6)Social support positively predicts study engagement,no moderating effect was found of social support.The results show that middle school students’ future time perspective has a direct impact on study engagement,and also influence study engagement through motivation internalization,grit moderates the relationship between motivation internalization and study engagement;the higher the grit,the weaker the relationship between motivation internalization and study engagement;students with higher levels of social support have higher levels of study engagement.Teachers and parents should guide students to develop a positive outlook for the future,promote motivation internalization,cultivate grit,and provide social support for students to enhance study engagement.Mental health educators should also develop systematic curricular to help students building a positive outlook toward the future,improving internal motivation,and cultivating grit to help raise the level of study engagement. |
