不良童年经历通过积极而非消极情绪预测日常学业参与：一项日记研究

BACKGROUND: Adverse childhood experiences (ACEs) are linked to poorer academic outcomes, but less is known about how they shape students' everyday learning processes and the affective mechanisms involved. OBJECTIVE: To test whether ACEs predict daily academic engagement and whether daily positive affect (PA) and negative affect (NA) mediate this association. PARTICIPANTS AND SETTING: 224 vocational college students completed a 14-day daily diary. All participants were based in mainland China. METHODS: We used multilevel models controlling for gender, age and household income. Indirect effects