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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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1419588/full |
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| author | Mengjun Zhu Xing’an Yao Mansor Bin Abu Talib |
| author_facet | Mengjun Zhu Xing’an Yao Mansor Bin Abu Talib |
| author_sort | Mengjun Zhu |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-e76015cc33f1475b8982434ed0cfbc80 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-e76015cc33f1475b8982434ed0cfbc802025-01-03T04:11:12ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-01-011510.3389/fpsyg.2024.14195881419588Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth developmentMengjun Zhu0Xing’an Yao1Mansor Bin Abu Talib2Wellbeing Research Centre, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, MalaysiaSchool of Marxism, Nanjing Institute of Technology, Nanjing, ChinaWellbeing Research Centre, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, MalaysiaLearning 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1419588/fulllearning engagementparent–child relationshipteacher-student relationshippeer relationshipintentional self-regulation |
| spellingShingle | Mengjun Zhu Xing’an Yao Mansor Bin Abu Talib Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth development Frontiers in Psychology learning engagement parent–child relationship teacher-student relationship peer relationship intentional self-regulation |
| title | Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth development |
| title_full | Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth development |
| title_fullStr | Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth development |
| title_full_unstemmed | Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth development |
| title_short | Fostering learning engagement: the impact of different interpersonal relationships from the perspective of positive youth development |
| title_sort | fostering learning engagement the impact of different interpersonal relationships from the perspective of positive youth development |
| topic | learning engagement parent–child relationship teacher-student relationship peer relationship intentional self-regulation |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1419588/full |
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