Sense of relatedness and study engagement as mediators between students’ peer support and life satisfaction

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-06-18 DOI:10.1007/s10212-024-00858-x

Sanna Ulmanen, Lotta Tikkanen, Kirsi Pyhältö

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Abstract

Previous research suggests that peer support is an essential component of adolescents’ sense of relatedness in peer relationships and correlates with study engagement and life satisfaction. However, what the underlying mechanisms of these relationships are, has remained unclear. This study examined 1) whether the sense of relatedness or study engagement mediate the effect of peer support on students’ life satisfaction, and 2) whether sense of relatedness mediates the effects of peer support on students’ study engagement. The data were analysed with the structural equation modelling (SEM), using a cross-sectional sample of Finnish upper secondary education students (n = 293) (63% female, 31% male). The results showed that the relationship between peer support and the student life satisfaction beyond the school was fully mediated by students’ experiences of study engagement and sense of relatedness. This suggests that peer support for studying by itself is not sufficient for cultivating student life satisfaction, but its effectiveness depends on whether it positively impacts their study engagement and sense of relatedness. To improve the life satisfaction of upper secondary education students, study-related peer support needs to be cultivated so that it triggers students’ sense of relatedness and study engagement.

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关联感和学习参与是学生朋辈支持与生活满意度之间的调解因素

以往的研究表明，同伴支持是青少年同伴关系中亲切感的重要组成部分，并与学习参与度和生活满意度相关。然而，这些关系的内在机制是什么，至今仍不清楚。本研究探讨了：1）亲缘感或学习投入是否是朋辈支持对学生生活满意度影响的中介；2）亲缘感是否是朋辈支持对学生学习投入影响的中介。研究使用结构方程模型（SEM）分析了芬兰高中学生（n = 293）（63%为女性，31%为男性）的横截面样本数据。结果表明，同伴支持与学生校外生活满意度之间的关系完全由学生的学习参与体验和关联感中介。这表明，朋辈学习支持本身并不足以培养学生的生活满意度，其效果取决于它是否对学生的学习投入度和关联感产生积极影响。为了提高高中生的生活满意度，需要培养与学习相关的同伴支持，从而引发学生的相关感和学习投入感。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.