AUTHOR=Zhang Jing , Liu Chuanshi 

TITLE=Bidirectional and longitudinal associations among teacher–student relationships, peer relationships, and learning engagement in Chinese primary school students: a cross-lagged panel model

JOURNAL=Frontiers in Psychology

VOLUME=Volume 16 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1674600

DOI=10.3389/fpsyg.2025.1674600

ISSN=1664-1078

ABSTRACT=IntroductionIn this study we aimed to investigate the longitudinal relationships among peer relationships, teacher–student relationships, and learning engagement in Chinese primary school students.MethodsThis longitudinal study tracked 460 third-grade primary school students (mean age at T1 = 9.43 ± 0.68 years, 210 boys) through three waves of data collection (T1: June 2022, T2: January 2023, T3: October 2023) to assess their peer relationships, teacher–student relationships, and learning engagement.ResultsThe results revealed a persistent bidirectional relationship between peer relationships and learning engagement from grades 3 to 5. In contrast, the bidirectional relationship with teacher–student relationships was present only in grades 3 to 4 and disappeared by grade 5.DiscussionThese results support the theory of developmental systems, suggesting that teacher-focused interventions in middle primary years and peer-mediated approaches in upper grades may optimize developmental outcomes.