Dynamic relationships among first-year university students' critical thinking, academic self-concept, and student engagement: a cross-lagged study.

Critical thinking and academic self-concept are key predictors of student engagement among first-year university students. Yet, the mechanisms underlying their relationships remain unclear. This one-year longitudinal study examined cross-lagged relationships between critical thinking and academic self-concept and their effects on student engagement. A sample of 3,437 Chinese first-year university students completed measures at two waves; data were analyzed using structural equation modeling (SEM). Four main findings emerged. First, critical thinking and academic self-concept showed significant cross-lagged effects: critical thinking negatively predicted academic self-concept, whereas academic self-concept positively predicted critical thinking. Second, critical thinking positively predicted T2 student engagement. Third, academic self-concept negatively predicted T2 student engagement. Fourth, these dynamic relationships were consistent across Math and English disciplines. The findings extend the literature on student engagement and offer insights into its development during the transition to university.