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)¶

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 with equivalent peer and teacher relatedness experienced high engagement with increased relatedness. → Núñez-Regueiro 2024 q2 i? The positive LOC trend became weaker at a printed minimum and reversed sign for relatedness levels below that threshold. → 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

Study 1 cubic response surface analysis of engagement: along the line of congruence, "students experiencing equivalent amounts of relatedness with peers and teachers experienced high levels of school engagement with increased amounts of relatedness" (rising LOC trend, p < .001 as printed).

"students experiencing equivalent amounts of relatedness with peers and teachers (i.e., with predictor values near the LOC) experienced high levels of school engagement with increased amounts of relatedness"

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 engagement surface: the positive LOC trend "became weaker when reaching the minima of the quadratic effect along the LOC" (printed at -1.829 SD) and, as the results state, slowly reversed in sign for relatedness levels below this threshold.

"but this positive effect became weaker when reaching the minima of the quadratic effect along the LOC"

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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) — related
• 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