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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1419588
This article is part of the Research Topic Fostering self-regulated learning View all 16 articles

Fostering Learning Engagement: The Impact of Different Interpersonal Relationships from the Perspective of Positive Youth Development

Provisionally accepted
Mengjun Zhu Mengjun Zhu 1Xing’an Yao Xing’an Yao 2*Mansor Bin Abu Talib Mansor Bin Abu Talib 1*
  • 1 UCSI University, Kuala Lumpur, Malaysia
  • 2 Nanjing Institute of Technology (NJIT), Nanjing, Jiangsu, China

The final, formatted version of the article will be published soon.

    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.

    Keywords: Learning engagement, Parent-child relationship, teacher-student relationship, Peer relationship, Intentional self-regulation

    Received: 18 Apr 2024; Accepted: 26 Sep 2024.

    Copyright: © 2024 Zhu, Yao and Bin Abu Talib. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence:
    Xing’an Yao, Nanjing Institute of Technology (NJIT), Nanjing, 211167, Jiangsu, China
    Mansor Bin Abu Talib, UCSI University, Kuala Lumpur, Malaysia

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