中国内地学生学习投入的变迁(2006~2024年)

Grounded in a sociocultural perspective on learning engagement, combining human capital theory, this study investigated the longitudinal development of student learning engagement in Chinas mainland. By incorporating two complementary sub-studies, the research systematically analyzed how three broad categories of societal factorseconomic (GDP, Gini coefficient, urban unemployment rate), educational (government spending on education), and internet (internet penetration rate)influence student engagement levels over time. Sub-study 1 conducted a cross-temporal meta-analysis of 406 studies (n = 393,117), revealing a general upward trend in learning engagement. Although engagement levels temporarily dipped in 2020, it was short-lived, with engagement rebounding and continuing its upward trajectory. Regression analyses indicated that GDP growth, increasing education funding, and greater internet access were significant positive predictors of learning engagement. Conversely, income inequality (as measured by the Gini coefficient) and urban unemployment rates were not statistically significant predictors in this context. Sub-study 2 drawed on longitudinal data from the China Family Panel Studies (CFPS), comprising 14,623 participants. Results indicated a progressive increase in learning engagement among students in Chinas mainland, with a noticeable inflection point around 2012. While the influence of urban unemployment appeared inconsistent, the remaining societal variablesGDP, education investment, internet penetration rate, and income inequalityshowed stable, statistically significant associations with engagement. Together, these two sub-studies offered robust, triangulated evidence for a long-term increase in student learning engagement across Chinas mainland. They jointly highlighted the pivotal roles of economic development, educational investment, and internet connectivity in shaping students academic motivation and behavior.