ArticleFrontiers in psychology2025
Bidirectional and longitudinal associations among teacher-student relationships, peer relationships, and learning engagement in Chinese primary school students: a cross-lagged panel model.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Developmental Cascades Linking Academic Achievement, Prosocial Behavior, Peer Relationships and Teacher-Student Relationships in Chinese Early Adolescents.Journal of youth and adolescence · 2026Article
- Reciprocal Associations Between Achievement Goals and Cooperative/Competitive Attitudes Over Time: Links to Stress and Achievement.Journal of youth and adolescence · 2026Article
- Development and validation of the Social Emotional Assets (SEA) scale: a culturally responsive measure of social-emotional competencies in emerging adulthood.Frontiers in psychology · 2026Article
- Family and school support systems associated with mental health in Chinese migrant and non-migrant children.Frontiers in psychology · 2026Article
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Authors and funding
2 authors.
Funding
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Abstract
Introduction: In this study we aimed to investigate the longitudinal relationships among peer relationships, teacher-student relationships, and learning engagement in Chinese primary school students. Methods: This longitudinal study tracked 460 third-grade primary school students (mean age at T1 = 9.43 ± 0.68 years, 210 boys) through three waves of data collection (T1: June 2022, T2: January 2023, T3: October 2023) to assess their peer relationships, teacher-student relationships, and learning engagement. Results: The results revealed a persistent bidirectional relationship between peer relationships and learning engagement from grades 3 to 5. In contrast, the bidirectional relationship with teacher-student relationships was present only in grades 3 to 4 and disappeared by grade 5. Discussion: These results support the theory of developmental systems, suggesting that teacher-focused interventions in middle primary years and peer-mediated approaches in upper grades may optimize developmental outcomes.
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