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)¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2024 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? When discrepancy between peer and teacher relatedness was high, high teacher relatedness compensated for low peer relatedness in supporting engagement. → 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 · i? · associational · r2
Study 1 discussion of the engagement response surface (N = 643): when the peer-teacher discrepancy reached approximately 1 SD, "experiencing high relatedness with teachers compensated for the absence of relatedness with peers so as to support high engagement levels", a teacher-specific compensatory process.
"experiencing high relatedness with teachers compensated for the absence of relatedness with peers so as to support high engagement levels (teacher-specific compensatory process), whereas low teacher relatedness was associated with low engagement."
Discussion¶
Learner Variables¶
- Belonging — predictor: learners who differ on it differ in outcomes
- Social Supports — 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
- 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
- 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
- Adaptive task difficulty compensates low interest but not low self-concept among vocational-school students during repeated practice — related
- Across countries, the association between school autonomy and students' digital skills is conditional on teacher support, which the authors read as autonomy compensating where teacher support is low — related
- Dynamic visualizations compensate vocational-school students with low general reasoning when learning with analogies — related
- Self-concept and global value interact synergistically and positively in predicting achievement, effort, and teacher-rated engagement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-specific-compensation-engagement |
title |
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) |
description |
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) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — núñez-regueiro-2024 |
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