广东省大湾区两所中学亲子依恋与学习投入的追踪研究
Longitudinal Study on Parental Attachment and Academic Engagement in Two Secondary Schools within the Greater Bay Area of Guangdong Province, China

本研究采用纵向追踪方法深入研究了亲子依恋与学习投入之间的关系，以探讨其在四个月内的动态变化。结果表明，亲子依恋与学习投入在这段时间内呈现出一定的稳定性。具体而言，初始时刻(T1)的亲子依恋显著正向预测后续时刻(T2)的学习投入(β = 0.15, p < 0.01)，而初始时刻的学习投入对T2亲子依恋的预测则不显著。这一发现强调了亲子依恋对学习投入的持久影响，并为理解这一复杂关系提供了新的认识。
This study employs a longitudinal tracking approach to delve into the relationship between parent-child attachment and academic engagement, exploring their dynamic changes over a four-month period. The results indicate a certain level of stability in parent-child attachment and academic engagement during this timeframe. Specifically, parent-child attachment at the initial time point (T1) significantly and positively predicts academic engagement at the subsequent time point (T2) (β = 0.15, p < 0.01), while the prediction from initial time-point academic engagement to T2 parent-child attachment is not statistically significant. This finding underscores the enduring impact of parent-child attachment on academic engagement, providing new insights into the complexity of this relationship.