Investigating the interplay between teacher-student and peer relationships in predicting academic engagement in early adolescentsKošir, Katja (Avtor) Pikić Jugović, Ivana (Avtor) teacher-student relationshippeer supportacademic angagementearly adolescenceThis study investigates the complex interplay between teacher–student and peer relationships in shaping academic engagementduring early adolescence. Drawing on a sample of 6048 students from public elementary schools in Slovenia, the predictivepower of these relationships beyond academic achievement was examined. Results revealed that both positive aspects ofteacher–student relationships and perceived peer support significantly contributed to academic engagement. Moreover, aninteraction effect indicated that peer support predicted engagement only in the absence of negative teacher–student relation-ships. These findings underscore the pivotal role of teacher–student relationships in fostering academic engagement, suggestingthat peer support cannot fully compensate for adverse teacher–student dynamics.20252025-04-02 10:43:50Znanstveno delo92369UDK: 159.9.07:37.015.3COBISS_ID: 231114755DOI: 10.1002/pits.23491ISSN pri članku: 0033-3085sl