In Study 1, peer and teacher relatedness correlate moderately with each other and with outcomes, while well-being and engagement correlate only trivially¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Correlations among relatedness and outcome variables ranged from small to moderate, with a trivial correlation between the two outcomes. → Núñez-Regueiro 2024

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 · i2 · associational · r2

Descriptive statistics from Study 1 (N = 643): correlations were "significant at 5%" and "ranged from small (r = .261) to moderate for most variables (r = .387)", while the well-being-engagement correlation was trivial (r = .130); students with better mental health were not systematically more engaged.

"Correlations between variables were significant at 5% and ranged from small (r = .261) to moderate for most variables (r = .387), but were trivial for the two outcome variables (r = .130)."

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
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related