The relationship between peer relationships and learning engagement in Tibetan primary students: investigating the role of basic psychological needs and psychological capital as mediators
Abstract Objective The study sought to examine the relationship between peer interactions and learning engagement among Tibetan primary school pupils while exploring the mediating effect of basic psychological needs (BPN) and psychological capital (PC). Methods Six hundred twenty-five questionnaires...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-07-01
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| Series: | BMC Pediatrics |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12887-025-05840-0 |
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| Summary: | Abstract Objective The study sought to examine the relationship between peer interactions and learning engagement among Tibetan primary school pupils while exploring the mediating effect of basic psychological needs (BPN) and psychological capital (PC). Methods Six hundred twenty-five questionnaires were disseminated to students in grades 3 through 6 at a public primary school in Changdu, Xizang. This effort yielded 593 valid responses, resulting in a return rate of 94.88%. The study utilized well-established scales, including the Peer Relationship Scale (Cronbach's Alpha = 0.722), Utrecht Work Engagement Scale-Student (Cronbach's Alpha = 0.822), Chinese version of the Basic Psychological Needs Scale (Cronbach's Alpha = 0.715), and the Positive Psychological Capital Questionnaire (Cronbach's Alpha = 0.732). The data analysis process involved bias testing, descriptive statistics, correlation analysis, and testing for mediation effects. Results The study revealed a significant positive relationship of peer relationships on learning engagement (β = 0.452, P < 0.001). Postive peer interactions significantly correlated with BPN and PC (β = 0.632, P < 0.001; β = 0.291, P < 0.01). BPN exhibited a positive correlation with PC (β = 0.368, P < 0.001). Unfavorable peer relationships were associated with decreased learning engagement (β = 0.171, P < 0.05). Additionally, BPN and PC were positively related to learning engagement (β = 0.098, P < 0.05; β = 0.419, P < 0.001). The study also indicated that BPN and PC functioned as mediators in the connection between peer relationships and learning engagement. Conclusion Peer relationships significantly correlate with the learning engagement of Tibetan primary students, with BPN and PC playing essential mediating roles. Limited for its small sample size, and no analysis of other variables that shape the learning engagement, this results of this study still need validations vie a large scale sample size study on family relationships, teacher-student dynamics, and the school environment. |
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| ISSN: | 1471-2431 |