School-effects research has provided insights into what schools can do to keep their students engaged. Further studies with a multidimensional perspective of engagement are required to elucidate the precise roles of different features of school social organization in promoting different dimensions of engagement. This longitudinal study examined the influences of social support from teachers and peers, as well as autonomy support, on students' trajectories of cognitive engagement. The sample (n = 2646) included two cohorts of students who attended the same schools (n = 70) across two academic years: between 7th and 8th, and 10th to 11th grades. Given the multilevel nature of our research question, we used Hierarchical Linear Modeling (HLM) methods. Cognitive engagement declined over time. This decline was less pronounced in schools where social support from peers and autonomy support were more prevalent. These findings are important because they imply schools can lessen their students' declining cognitive engagement by promoting social support and autonomy support.

学校效应研究提供了有关学校可以如何保持学生参与度的见解。需要进一步从参与的多维角度进行研究，以阐明学校社会组织的不同特征在促进参与的不同维度方面的确切作用。这项纵向研究考察了老师和同伴的社会支持以及自主支持对学生认知参与轨迹的影响。样本（n  = 2646）包括两个就读同一所学校的学生（n = 70），涵盖两个学年：7至8年级，以及10至11年级。考虑到我们研究问题的多层次性质，我们使用了层次线性建模（HLM）方法。认知参与度随时间下降。在同龄人的社会支持和自治支持更为普遍的学校中，这种下降并不那么明显。这些发现很重要，因为它们暗示学校可以通过促进社会支持和自主支持来减轻学生的认知能力下降。