Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth development
Learning engagement is a crucial factor affecting the quality of learning and holds significant value in promoting student development and enhancing teaching quality. By using time-lagged data from four schools and considering intentional self-regulation, this study integrates three types of relatio...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1419588/full |
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| Summary: | Learning engagement is a crucial factor affecting the quality of learning and holds significant value in promoting student development and enhancing teaching quality. By using time-lagged data from four schools and considering intentional self-regulation, this study integrates three types of relationships (parent–child, teacher-student, and peer relationships) into the same research framework to examine their impacts on learning engagement and the underlying mechanisms among high school students. The findings reveal that parent-child, teacher-student, and peer relationships all significantly positively affect high school students’ learning engagement. Intentional self-regulation plays a partial mediation effect between parent–child relationship and learning engagement, teacher-student relationship and learning engagement, along with peer relationship and learning engagement. The unique effect of peer relationship on learning engagement is significantly greater than that of teacher-student relationship but is not significantly greater than that of parent-child relationship. To better create a supportive synergy for enhancing students’ learning engagement, it is suggested that families and schools provide consistent learning support within their capabilities. |
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| ISSN: | 1664-1078 |