Investigating the interplay between teacher-student and peer relationships in predicting academic engagement in early adolescents

Katja Košir (Author), Ivana Jugović (Author)

Abstract

This study investigates the complex interplay between teacher–student and peer relationships in shaping academic engagementduring early adolescence. Drawing on a sample of 6048 students from public elementary schools in Slovenia, the predictive power of these relationships beyond academic achievement was examined. Results revealed that both positive aspects ofteacher–student relationships and perceived peer support significantly contributed to academic engagement. Moreover, an interaction effect indicated that peer support predicted engagement only in the absence of negative teacher–student relation-ships. These findings underscore the pivotal role of teacher–student relationships in fostering academic engagement, suggesting that peer support cannot fully compensate for adverse teacher–student dynamics.

Keywords

odnosi med učitelji in učenci;medvrstniški odnosi;opora vrstnikov;učna zavzetost;zgodnje mladostništvo;teacher-student relationship;peer support;academic angagement;early adolescence;

Data

Language:	English
Year of publishing:	2025
Typology:	1.01 - Original Scientific Article
Organization:	UM FF - Faculty of Arts
UDC:	159.9.07:37.015.3
COBISS:	231114755
ISSN:	0033-3085
Views:	0
Downloads:	14
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary keywords:	odnosi med učitelji in učenci;medvrstniški odnosi;opora vrstnikov;učna zavzetost;zgodnje mladostništvo;
Type (COBISS):	Scientific work
Pages:	str. 2608-2619
Volume:	ǂVol. ǂ62
Issue:	ǂiss. ǂ8
Chronology:	2025
DOI:	10.1002/pits.23491
ID:	26155451