Differential Associations of Initial Levels and Growth in Problem Behaviors With Learning Motivation and Engagement...

Guided by stage-environment fit theory, the primary-to-secondary transition was conceptualized as a developmental context in which problem behaviors may be especially consequential for adolescents' academic adjustment. This longitudinal study examined whether the initial level, growth rate, and their interaction in the developmental trajectory of problem behaviors were differentially associated with later learning motivation and engagement among Chinese early adolescents.

The final analytic sample included 297 Chinese students from two public elementary and middle schools in Shandong Province, China (158 girls; M_age = 11.93 years, SD = 0.67), followed from Grade 4 in primary school to Grade 7 in junior secondary school across three survey waves in 2022, 2023, and 2025. Students completed self-report measures of problem behaviors, learning motivation, and learning engagement. Latent growth models estimated the initial level and growth rate of problem behaviors and tested their independent and interactive associations with later learning motivation and engagement.

Problem behaviors increased significantly over time, and the nonsignificant intercept-slope association indicated a stable-differences pattern. For learning motivation, only the initial level was significantly associated with lower later motivation, whereas the intercept-by-slope interaction supported a stress-sensitization model. For learning engagement, both the initial level and growth rate were significantly related to lower later engagement, supporting a cumulative effects model.

Problem behaviors represent an increasing developmental risk during the transition into early adolescence. These developmental patterns showed differential implications for learning motivation and engagement, underscoring the need for early prevention and continued behavioral support.