Background <p>Learning engagement faces multiple challenges during adolescence, yet self-determination theory suggests that basic psychological need satisfaction may serve as a protective factor that promotes sustained engagement. However, the underlying mechanisms remain unclear. This study examined the longitudinal associations among basic psychological need satisfaction, core self-evaluation, and learning engagement in Chinese adolescents.</p> Methods <p>A total of 1266 high school students from five schools in Anhui Province, China (<i>M</i>age = 15.36 ± 0.59, 52.4% girls) completed three surveys at one-year intervals. Using random intercept cross-lagged panel models, this study examined the interactive relationships among these variables. Participants completed Basic Psychological Need Scales, Core Self-evaluation Scale and Utrecht Work Engagement Scale-Student.</p> Results <p>The random intercept cross-lagged panel models revealed bidirectional relationships between basic psychological need satisfaction and learning engagement, between core self-evaluation and learning engagement, and between basic psychological need satisfaction and core self-evaluation. The reciprocal interplay between basic psychological need satisfaction and core self-evaluation was found to influence learning engagement. In turn, learning engagement affected the reciprocal relationship between the two.</p> Conclusion <p>These findings extend self-determination theory by revealing a dynamic, mutually reinforcing cycle among internal psychological resources and learning behavior. The results underscore the value of attending not only to need satisfaction and self-evaluation as drivers of engagement, but also to engagement itself as a potential resource for adolescent psychological development.</p>