ArticleBMC pediatrics2025
The relationship between peer relationships and learning engagement in Tibetan primary students: investigating the role of basic psychological needs and psychological capital as mediators.
Article in BMC pediatrics, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
objectiveThe 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).
methodsSix 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.
resultsThe 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.
conclusionPeer 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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.