Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self-control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self-control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self-control, though with slightly different interaction patterns.

中文翻译：

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技能、刺激和意志：元认知、兴趣和自我控制在预测学生参与数学学习时的作用

在整个青春期保持学习投入对于长期的学业成功至关重要。本研究旨在了解元认知和动机在预测青少年随着时间的推移参与数学学习方面的作用。在对 2,325 和 207 名青少年（11-15 岁）进行的两项纵向研究中，元认知技能、兴趣和自我控制能力各自独特地预测了数学参与度。此外，元认知技能与兴趣和自我控制相互作用以塑造参与度。在研究 1 中，发现元认知技能和兴趣可以相互补偿。在研究 2 中，这种补偿模式进一步与时间相互作用，表明在具有高元认知技能或高兴趣的青少年中，参与度的下降被阻止了。