{"title":"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","authors":"Sanna Ulmanen, Lotta Tikkanen, Kirsi Pyhältö","doi":"10.1007/s10212-024-00858-x","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Sense of relatedness and study engagement as mediators between students’ peer support and life satisfaction\",\"authors\":\"Sanna Ulmanen, Lotta Tikkanen, Kirsi Pyhältö\",\"doi\":\"10.1007/s10212-024-00858-x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47800,\"journal\":{\"name\":\"European Journal of Psychology of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Psychology of Education\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10212-024-00858-x\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00858-x","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Sense of relatedness and study engagement as mediators between students’ peer support and life satisfaction
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.
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.
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