ArticleFrontiers in psychology2026
Linking social-emotional competence, learning engagement, and teacher-student relationship to academic achievement: a structural equation model approach.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
3 authors.
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Abstract
Introduction: Relationships play an essential role in learning, particularly in peer relationships and the teacher-student relationship. Social-emotional competence, learning engagement, and teacher-student relationship can directly influence students' academic achievement. Methods: This study examines the relationship among these fac¬tors and explores how they collectively link to the engagement and academic achievement of 1,528 pre-service teachers in a normal university through Social Construction Theory. We analyzed the data using the Structural Equation Modeling (SEM). Results: Findings revealed that all dimensions of social-emotional competence (self-relationship, interpersonal relationship, collective relationship, and responsible decision making) and the teacher-student relationship are associated with learning engagement. Two dimensions of social-emotional competence, collective relationship and responsible decision-making, are significantly correlated to academic achievement. Discussion: This study offers guidance and recommendations for pre-service teachers to enhance their overall growth in engagement and learning outcomes.
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