Table 3.
Longitudinal moderating effect analysis of positive emotions (T2) on the relationship between perceived stress (T1) and academic engagement (T3; n = 223).
| Model | Model | Model | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| B | SE | t | p | β | B | SE | t | p | β | B | SE | t | p | β | |
| Constant | 39.321 | 9.331 | 4.214*** | 0.000 | - | 40.704 | 9.189 | 4.430*** | 0.000 | - | 39.170 | 8.894 | 4.404*** | 0.000 | - |
| Genders | 4.593 | 3.165 | 1.451 | 0.148 | 0.092 | 4.969 | 3.115 | 1.595 | 0.112 | 0.099 | 5.306 | 3.013 | 1.761 | 0.080 | 0.106 |
| Residence | 5.150 | 4.343 | 1.186 | 0.237 | 0.077 | 4.031 | 4.289 | 0.940 | 0.348 | 0.060 | 5.696 | 4.169 | 1.366 | 0.173 | 0.085 |
| Only child | −4.368 | 4.781 | −0.914 | 0.362 | −0.057 | −4.345 | 4.702 | −0.924 | 0.356 | −0.057 | −4.228 | 4.547 | −0.930 | 0.354 | −0.055 |
| Grade | 3.213 | 1.771 | 1.814 | 0.071 | 0.109 | 3.077 | 1.742 | 1.766 | 0.079 | 0.104 | 4.018 | 1.701 | 2.362* | 0.019 | 0.136 |
| Degree of hearing disability | 0.246 | 2.552 | 0.097 | 0.923 | 0.006 | −0.055 | 2.512 | −0.022 | 0.982 | −0.001 | −0.510 | 2.432 | −0.210 | 0.834 | −0.012 |
| Perceived Stress (T1) | −11.311 | 1.501 | −7.535*** | 0.000 | −0.454 | −9.047 | 1.672 | −5.411*** | 0.000 | −0.363 | −9.907 | 1.631 | −6.074*** | 0.000 | −0.398 |
| Positive Emotions (T2) | 4.791 | 1.660 | 2.886** | 0.004 | 0.192 | 5.647 | 1.620 | 3.487*** | 0.001 | 0.227 | |||||
| perceived stress (T1) × positive emotions (T2) | 5.112 | 1.282 | 3.988*** | 0.000 | 0.237 | ||||||||||
| R 2 | 0.233 | 0.261 | 0.312 | ||||||||||||
| △R 2 | 0.233 | 0.029 | 0.051 | ||||||||||||
| F 值 | F (6,216) = 10.918*** | F (1,215) = 8.329** | F (1,214) = 15.901*** | ||||||||||||
Dependent variable: academic engagement (T3).