Adolescent well-being is higher when peer and teacher relatedness are equally high, and unequal relatedness levels are associated with lower well-being (interdependent needs process, Study 1)¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students high in relatedness showed higher well-being only when both peer and teacher relatedness were equally provided for. → Núñez-Regueiro 2024 q2 i? Unequal levels of peer and teacher relatedness were associated with significantly lower well-being. → Núñez-Regueiro 2024 (2)

Evidence¶

Núñez-Regueiro 2024¶

Núñez-Regueiro, F., & Wang, M.-T. (2024). Adolescent Well-Being and School Engagement as a Function of Teacher and Peer Relatedness: The More (Relatedness) Is Not Always the Merrier. Journal of Educational Psychology, 117(3), 466-484. https://hal.science/hal-04920252v1

q2 · i? · associational · r2

Cross-sectional online questionnaire study of 643 French high school students analyzed with cubic response surface analysis; the best-fitting congruence-effect model showed a concave surface whose ridge rose over the LOC, indicating that "students with high levels of relatedness showed higher levels of well-being" only under equal peer and teacher relatedness.

"This finding indicates that students with high levels of relatedness showed higher levels of well-being, but only when both sources of relatedness were equally provided for"

Núñez-Regueiro 2024 (2)¶

Núñez-Regueiro, F., & Wang, M.-T. (2024). Adolescent Well-Being and School Engagement as a Function of Teacher and Peer Relatedness: The More (Relatedness) Is Not Always the Merrier. Journal of Educational Psychology, 117(3), 466-484. https://hal.science/hal-04920252v1

q2 · i? · associational · r2

Same Study 1 response surface analysis of well-being: the surface along the line of incongruence showed that "unequal levels of relatedness" were "associated with significantly lower levels of well-being", supporting an interdependent needs (H2) process rather than additive independence.

"On the contrary, unequal levels of relatedness (i.e., peer relatedness ≠ teacher relatedness) were associated with significantly lower levels of well-being (Figure 3, A3)."

Discussion¶

Learner Variables¶

• Belonging — predictor: learners who differ on it differ in outcomes

Related Claims¶

• School engagement tends to be higher when peer relatedness exceeds teacher relatedness near average levels, but this reverses beyond about a 1.2 SD excess in peer relatedness (Study 1) — related
• At large peer-teacher relatedness discrepancies, high teacher relatedness compensates for absent peer relatedness to support engagement, whereas low teacher relatedness accompanies low engagement (Study 1) — related
• Engagement rises with equivalent peer and teacher relatedness, but this positive trend weakens and reverses below a printed threshold on the line of congruence (Study 1) — related
• In Study 1, peer and teacher relatedness correlate moderately with each other and with outcomes, while well-being and engagement correlate only trivially — related