The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.

= 1.56) in two rural boarding schools in Guizhou and Gansu province. In the overall sample, (a) cognitive reappraisal fully mediated the association between teacher support and school engagement. (b) Family cohesion was positively associated with school engagement, while the indirect effects were not significant. Different pathways were revealed in non-left-behind adolescents and left-behind adolescents. (c) Peer support had no direct or indirect effect on school engagement. This study contributes to the understanding of how social-emotional processes influence school engagement and informs culturally responsive strategies and practices that enhance school engagement. (PsycInfo Database Record (c) 2025 APA, all rights reserved).