20.500.12556/DKUM-92369 Investigating the interplay between teacher-student and peer relationships in predicting academic engagement in early adolescents This 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. teacher-student relationship peer support academic angagement early adolescence odnosi med učitelji in učenci medvrstniški odnosi opora vrstnikov učna zavzetost zgodnje mladostništvo true false true Angleški jezik Slovenski jezik Znanstveno delo 2025-04-02 10:43:50 2025-04-02 10:43:50 2025-07-25 03:12:27 0000-00-00 00:00:00 2025 0 0 str. 2608-2619 št. 8 Letn. 62 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 2024-05-21 2025-01-23 2025-03-20 159.9.07:37.015.3 231114755 10.1002/pits.23491 0033-3085 RAZ_Kosir_Katja_2025.pdf RAZ_Kosir_Katja_2025.pdf 1 42B4B5ED1147BF75122790C556F8B92D 2444b210c77f7af79f1d96844d219f977a2722c75465130f69f21b9563f1a82b a8283944-6855-11f0-8a0a-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=194024 https://dx.doi.org/10.1002/pits.23491 0 7a571393-0f9f-11f0-bfc8-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=189920 Filozofska fakulteta 0 0 0