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

In addition, the analytical results indicated that the paths from covariates (gender, age) to the primary variables (peer relationships, teacher–student relationships, and learning engagement) all failed to reach statistical significance, demonstrating that the cross-lagged relationships among peer relationships, teacher–student relationships, and learning engagement are robust and unlikely to be confounded by these demographic factors. 4.3.

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