How effort–reward imbalance predicts adolescents’ learning engagement: A moderated mediation model

This study examined the effect of effort–reward imbalance (ERI) on adolescents’ levels of learning engagement, with a focus on the mediating role of self-esteem and the moderating role of family socioeconomic status. We collected data from 325 middle school students, who completed measures of ERI, self-esteem, learning engagement, and family socioeconomic status. The results revealed that ERI significantly and negatively predicted adolescents’ learning engagement. Self-esteem partially mediated the relationship between ERI and learning engagement. Further, family socioeconomic status positively moderated the negative effect of ERI on self-esteem, indicating that a higher family socioeconomic status mitigated the detrimental impact of ERI on students’ self-esteem. These findings have theoretical and practical implications for understanding and improving the dynamics between ERI and educational outcomes.