# data[].attributes.headline
How do societal expectations and media influence self-confidence in middle school-aged children?

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How do societal expectations and media influence self-confidence in middle school-aged children?

# data[].attributes.headline
What effect do peer influences and friendships have on a middle school student's motivation to achieve?

# data[].attributes.subject
What effect do peer influences and friendships have on a middle school student's motivation to achieve?

# data[].attributes.headline
What impact does parental guidance and support have on the development of decision making and problem solving skills in middle school students?

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What impact does parental guidance and support have on the development of decision making and problem solving skills in middle school students?

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Self-esteem and social media addiction level in adolescents: The mediating role of body image

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Self-esteem and social media addiction level in adolescents: The mediating role of body image

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The study by Colak, Bingoi, and Dayi (2022), explores the relationship between self-esteem, social media use, and body image among adolescents. The researchers aim to understand how body image perceptions influence the effect of social media addiction on self-esteem levels in this age group. The participants of the study consisted of middle and high school students, providing a diverse sample of adolescent experiences with social media. Using a cross-sectional survey method, the researchers collected data through questionnaires that assessed social media usage patterns, self-esteem levels, and body image perceptions. This study sheds light on the psychological impacts of social media on young individuals and emphasizes the importance of developing a positive body image to enhance adolescent self-esteem.

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Abstract

Background:

There are many studies examining the relationship between social media and self-esteem. Studies examining the relationships between the self-esteem, social media use, and body image of adolescents are limited in the literature.

Aim:

This study aimed to examine the relationship between self-esteem and social media addiction levels in adolescents and the mediating role of body image in the relationship between these two variables.

Methods:

The sample of the study consisted of 204 adolescents, 67 (32.8%) girls and 137 (67.2%) boys, with a mean age of 15.90 ± 1.20 years, who were high school students. The self-esteem levels of the participants were evaluated with the "Rosenberg Self-Esteem Scale", their social media dependency levels were measured with the "Social Media Use Disorder Scale", and their body images were measured using the "Multidimensional Body-Self Relations Questionnaire".

Results:

No significant relationship was found between the self-esteem levels of the participants and their ages or the education levels of their parents. There was a negative moderate significant relationship between the self-esteem levels of the participants and their social media addiction levels, and a positive moderate significant correlation was found between their self-esteem levels and body images. It was found that the social media addiction levels of the participants negatively predicted their self-esteem and body image levels. It was determined that body image had a partial mediator effect on the relationship between the social media addiction and self-esteem levels of the participants.

Conclusion:

Our results revealed that there is a negative correlation between self-esteem and social media addiction levels in adolescents. Body image has a partial mediating role in the relationship between social media addiction and self-esteem levels.

Keywords: Adolescence, body image, self-esteem, social media addiction

INTRODUCTION

Self-esteem refers to feelings of love, respect, and trust that a person feels toward oneself as a result of knowing oneself and evaluating oneself realistically, accepting their abilities and strengths as they are and embracing oneself.[ 1] Self-esteem has a very important place in human life, especially in adolescence.[ 2]

Adolescents use their self-perception as a tool when seeking answers to developmental questions such as what they are like and how they feel about themselves. Self-image plays an important role in the way adolescents approach themselves, and therefore, in the formation of self-esteem.[ 2] There are many studies examining self-esteem and the factors affecting self-esteem in adolescent individuals.[ 3] Studies have found that many factors such as sociodemographic variables, family structure, parental attitudes, peer relationships, perceived social support levels, academic success, and physical and/or mental illness are associated with self-esteem in adolescents.[ 3, 4] Social media is thought to affect self-esteem during adolescence.[ 5]

Social media is defined as a structure consisting of various technological activities in social interaction and content creation. In this structure, the individual introduces oneself to other individuals, either as they are or with another identity that they want to have and can interact with.[ 6] Social media provides convenience in terms of acquiring and sharing information. However, it can easily turn into addiction when used frequently and/or at an uncontrollable level.[ 7] Studies have shown that the group with the highest frequency of social media use is adolescents.[ 7, 8] Many studies have demonstrated that the excessive use of social media negatively affects areas such as academic functionality, social relationships, mental health, life satisfaction, and self-esteem in adolescents.[ 9, 10] Most research has indicated a negative relationship between social media use and self-esteem. Adolescents with low self-esteem have high levels of social media use.[ 11, 12] Body image is another important factor that affects self-esteem in adolescents.[ 13]

Body image is defined as a person's feelings and thoughts about their own body regarding how their physical appearance is evaluated by others.[ 14] Studies have shown a positive relationship between body image and self-esteem in adolescents and that self-esteem levels are high in adolescents with a highly positive body image.[ 13, 15]

Aside from studies reporting that the excessive use of social media negatively affects self-esteem, there are also studies showing that social media has positive effects on adolescents.[ 16, 17] The differences in the results of studies on the topic suggest that some mediator variables may play a role in the relationship between social media use and self-esteem in adolescents.

As per previous research, there is a relationship between self-esteem and body image in adolescents. However, studies examining the relationships between these two variables along with the variable of social media use seem to be limited.[ 18, 19] This study aimed to investigate the relationship between self-esteem and social media use in adolescents and the mediating role of body image in this relationship. The literature review that was conducted for this study revealed no previous study examining the mediating role of body image in the relationship between social media addiction and self-esteem levels. It is thought that the results of this study will contribute to the literature on this topic.

MATERIALS AND METHODS

This study was conducted at a public high school in the Bodrum district of Mugla in the academic year of 2020-2021. Participants were randomly selected from students studying in the first, second, third, and fourth years of high school education. The minimum required sample size was calculated with G*Power (3.1.9.4) against a nominal significance level of α = 0.5 and power values of 1-β = 0.8 and 1-β = 0.9. As per the results of the analysis, the number of participants to be included was determined as 204. Students aged 14-18 years who voluntarily agreed to participate were included in the study.

Sociodemographic Data Form: The form that was prepared by the researchers included questions on demographic information such as the age, gender, grade level, parental age, and parental education levels of the participants.

Rosenberg Self-Esteem Scale (RSES): The scale was developed by Morris Rosenberg (1965). The Turkish validity and reliability study of the scale was performed by Cuhadaroglu.[ 1] The scale consists of 63 items and 12 subtests. In this study, only the self-esteem subtest was used. In the test, which was arranged as per the Guttman measurement method, positively and negatively worded items were ordered consecutively. As per the self-assessment system of the scale, the responded obtains a score between 0 and 6. In comparisons made with numerical measurements, self-esteem is evaluated as high (0-1 points), moderate (2-4 points), or low (5-6 points). A high total score of the scale indicates low self-esteem and a low total score indicates high self-esteem. The validity coefficient of the scale was found to be 0.71 and its reliability coefficient was 0.75 in its Turkish adaptation studies.

Social Media Use Disorder Scale (SMD-9): The scale was developed to measure the social media addiction levels of adolescents by Van den Eijnden, Lemmens, and Valkenburg (2016). The Turkish validity and reliability study of the scale was conducted by Saricam.[ 20] SMD consists of two separate forms, a short form with 9 items and a long form with 27 items. While preparing the items, the criteria in the Pathological Gambling Addiction title in DSM-IV and Internet Gambling Disorders in DSM-5 were taken as the basis, and a total of nine criteria (occupation, endurance, withdrawal, insistence, escape, problems, cheating, displacement, and conflict) were used. An item pool was created. There is one item for each criterion in the nine-item short form. The scale has an 8-point rating between "0 = never" and "7 = more than 40 times a day". The total score of the scale ranges between 0 and 63. The Cronbach's alpha internal consistency coefficient of the scale was reported as 0.75 and its Guttman split half test reliability coefficient was found as 0.64. The corrected item total correlation coefficients ranged from 0.29 to 0.73 in the Turkish validity and reliability study of the scale.

Multidimensional Body-Self Relations Questionnaire (MBSRQ): This scale was developed by Winstead and Cash (1984) to determine the attitudes of individuals about their body image. MBSRQ is a 5-point Likert-type scale consisting of 57 items. The scale consists of seven dimensions. These dimensions are "physical appearance evaluation", "appearance orientation", "physical ability evaluation", "physical adequacy orientation", "health evaluation", "health orientation", and "satisfaction with body areas". The minimum and maximum total scores of the scale are 57 and 285, respectively. A high total score indicates a positive body image, while a low score indicates a negative body image. The Turkish validity and reliability study of the scale was performed by Dogan and Dogan.[ 21] The Cronbach's alpha internal consistency coefficient of the scale was reported as 0.94, and the internal consistency coefficients of the dimensions ranged between 0.75 and 0.91 in the Turkish validity and reliability study of the scale.

Ethics Committee approval for the study was received from Beykent University Publication Ethics Committee (July 24, 2020). The necessary permissions were obtained from the Provincial Directorate of National Education (November 17, 2020). The scales, which were converted into an online questionnaire by the researchers, were delivered to the students via e-mail. An information form about the study was sent to the students and their parents, and consent for participation was obtained. All scales were administered simultaneously, online, in a single session, and in approximately 20 minutes for each participant.

Statistical analysis

All data were analyzed using the Statistical Package for the Social Sciences (SPSS) Windows version 22.0 software. The relationships between the continuous variables were evaluated with the "Pearson correlation test", and the relationships between the variables that did not fit normal distribution were evaluated with the "Spearman correlation test". The mediation effect of the independent variables was tested with the "causal steps approach" of Baron and Kenny.[ 22] The statistical significance of the mediation effect was evaluated with the bootstrap method suggested by Preacher and Hayes.[ 23] P <.05 was considered statistically significant.

RESULTS

Among the participants, 67 (32.8%) were girls and 137 (67.2%) were boys. The mean age of all participants was 15.90 ± 1.20 years. The mean age of the mothers of the participants was 42.58 ± 4.76 years, and the mean age of their fathers was 46.49 ± 5.28 years. Among the mothers of the participants, 63 (30.9%) were primary school graduates, 60 (29.4%) were high school graduates, and 81 (39.7%) were university graduates. It was found that among the fathers of the participants, 51 (25%) were primary school graduates, 65 (31.9%) were high school graduates, and 88 (43.1%) were university graduates. The daily social media usage times of the participants were as less than 1 hour for 14 (6.9%) participants, 1-2 hours for 71 (34.8%) participants, 3-4 hours for 67 (32.8%) participants, and more than 4 hours for 52 (25.5%) participants.

The mean RSES, SMD-9, and MBSRQ scores of the participants are given in Table 1.

Table 1.

Min

Max

Mean

SD

RSES

0.00

6.00

4.39

1.43

SMD-9

9.00

36.00

19.33

6.40

MBSRQ total

117.00

262.00

195.43

30.15

Some significant results were obtained in the correlation analyses performed to evaluate the relationships between the examined variables. There was a negative moderate significant relationship between the RSES scores and SMD-9 scores of the participants ( P <.001), while there was a positive moderate significant relationship between their RSES and MBSRQ total scores ( P <.001). A negative, weak, and significant correlation was found between the SMD-9 and MBSRQ total scores of the participants ( P <.05; P <.001). No significant correlation was found between the RSES scores of the participants and their ages or parental education levels ( P >.05) [ Table 2].

Table 2.

Table 2. Results of the correlation analyses between RSES scores and the ages, SMD-9 scores, and MBSRQ scores of the participants.

The mediating role of body image (MBSRQ) in the relationship between self-esteem (RSES) and social media use (SMD-9) levels was examined in line with three conditions suggested by Baron and Kenny (1986). First, there must be a significant relationship between SMD-9 and MBSRQ, which are both independent variables, and RSES. Second, the mediator variable, MBSRQ, must be significantly related to the two examined variables, SMD-9 and RSES. Third, when the mediator variable is controlled, there should be a decrease in the degree of relationship between the two variables. A decrease in the degree of this relationship is accepted as an indicator of partial mediation, and the loss of significance of the relationship is accepted as an indicator of complete mediation. In the model that was established to test if the necessary criteria were met, the mediation effect of MBSRQ total scores on the relationship between SMD-9 and RSES scores was tested. Three separate regression equations, which are presented in Figure 1, were created. As per the results of the regression analysis, SMD-9 scores had a direct and significant effect on RSES scores (B = -0.08; t = -5.45; P <.001). It was seen that SMD-9 scores significantly and directly predicted the mediating variable and MBSRQ total scores (B =-0.70; t = -2.16; P <.05). When the MBSRQ total scores variable was added to the model to evaluate its mediator role, it was found that the relationship between SMD-9 and RSES scores was still significant, but there was a decrease in the level of significance of this relationship. As a result of the analysis, it was determined that the MBSRQ total scores (B = -0.06; t =-4.93; P <.001) variable played a partial mediator role in the relationship between SMD-9 and RSES scores.

Figure 1.

The mediator role of MBSRQ scores in the relationship between SMD-9 and RSES scores. * P < .05, ** P < .001; RSES: Rosenberg Self-Esteem Scale; SMD-9: Social Media Use Disorder Scale; MBSRQ: Multidimensional Body-Self Relations Questionnaire

Whether the effects of the mediator variable were significant was examined using the bootstrap method. The bootstrap method is a nonparametric method based on resampling multiple times (1,000 or 5,000) by replacement. The indirect mediator effect is calculated for each new sample. The significance of the mediator effect is determined by calculating the most known confidence interval and whether there is a zero value in this interval. The absence of a zero value in the confidence interval indicates that the indirect effect is different from zero. As suggested by Preacher and Hayes (2008), the effects of the mediator variable on a 5,000-person bootstrap sample were examined. As per the results, the partial mediator effect of the MBSRQ total scores variable was significant in the relationship between RSES and SMD-9 scores (B = -0.01; 95% BCa CI [-0.024, -0.001]).

DISCUSSION

As per the results of this study, there was no significant relationship between the self-esteem levels of the adolescents and their ages and the education levels of their parents. There was a negative significant relationship between the self-esteem and social media addiction levels of the participants, while there was a positive significant relationship between their self-esteem and body image levels. As a result of the mediation analysis, the social media addiction levels of the participants were found to negatively predict their self-esteem and body image levels. It was determined that body image had a partial mediating effect in the relationship between self-esteem and social media addiction.

In studies examining the relationship between self-esteem and sociodemographic variables in adolescents, it was found that self-esteem did not vary significantly based on age.[ 24] In our study, in accordance with the literature, no significant relationship was found between the self-esteem levels of the participants and their age. Studies have mostly shown a significant relationship between parental education levels and the self-esteem levels of adolescents, and as the parental education levels increase, self-esteem levels also increase.[ 25] In our study, no significant relationship was found between the education levels of the parents of our participants and the self-esteem levels of the participants. Our results, which were inconsistent with the literature, may have occurred due to the small sample size.

It was shown that there is a correlation between self-esteem and social media use in adolescents.[ 26] In a study conducted by Woods and Scott with 467 adolescents, it was found that adolescents with high levels of social media use had low self-esteem.[ 27] Jan et al.[ 28] reported a negative correlation between the daily social media usage times and self-esteem levels of their participants. Thirty three studies on the subject published between 2008 and 2016 were examined in a meta-analysis study conducted by Liu and Baumeister.[ 29] In the study, it was reported that there was a negative relationship between social media use and self-esteem. In our study, it was found that the self-esteem and social media addiction levels of the participants were negatively related. Additionally, it was determined that social media addiction had a direct and significant effect on the self-esteem levels of the participants. It is known that the self-esteem levels of adolescents are negatively affected by mental disorders, especially depression and/or anxiety disorder.[ 30] The results of our study suggested that the self-esteem and social media addiction levels of adolescents are negatively related, similarly to the literature. However, the fact the mental health statuses of the participants were not assessed in our study limits the interpretability of the results.

Many studies have shown that self-esteem is related to body image in adolescents.[ 31] In a cross-sectional study, 290 participants were divided into two groups (12-15 years: early adolescence and 15-19 years: late adolescence), and a positive significant relationship was observed between the self-esteem and body image of the participants in both groups.[ 32] Almeida and Shivakumara reported a strong, positive, and significant relationship between the self-esteem and body image levels of the participants in a study that included 120 adolescents (age range: 11-19 years).[ 33] Similarly, in the literature, positive and significant relationships were found between the self-esteem levels and body images of adolescents, as in this study. An individual's body image forms a whole with their self-concept and affects their personality, values, and social relationships as per theoreticians.[ 1] The body and body image, which are the most concrete parts of the self, are a significant reference in the identity development process of an adolescent.[ 34] It may be stated that the results of this study were expected due to the effect of body image in adolescence on self-esteem.

The mediator effect of body image in the relationship between the self-esteem and social media addiction levels of adolescents was investigated in our study. Our findings revealed that the adolescents' body image levels played a partial mediator role in the relationship between their social media addiction levels and self-esteem levels. In the literature, no study examining the mediator role of body image in the relationship between social media addiction and self-esteem levels was found. However, there are studies evaluating the mediator role of body image in the relationship between social media use and other variables in adolescents. A study that was conducted with a large sample revealed that a negative body image had a direct and significant effect on the relationship between the social media use levels of adolescents and their depressive symptoms (mean age: 14 years).[ 35] Lee et al.[ 36] reported that body satisfaction was low in university students who used social media for information about body image, and a negative body image directly affected the psychological wellbeing of the participants. Studies examining the relationship between social media use and body image have demonstrated a significant positive relationship between a negative body image and frequency of social media use.[ 37] A study conducted with 1,087 female adolescents (between the ages of 13 and 15 years) determined that 75% of the participants had at least one social media account, and the negative body image levels of the participants who used social media were significantly higher than those who did not use social media.[ 38] A similar study pointed to a negative significant relationship between the time adolescents spent on social media and their status of having a positive body image.[ 39] The results of our study and those of other studies in the literature have shown a negative relationship between the social media addiction levels and body image of adolescents, and a less positive body image affects the self-esteem of adolescents negatively. It is known that body image is affected by sociocultural factors, and the media is an important factor in shaping the ideal body image of the individual.[ 40] The excessive use of social media may negatively affect the ideal body images of adolescents. A negative body image may cause a decrease in self-esteem.

Our results suggested that body image plays a partial mediator role in the relationship between social media addiction and self-esteem levels in adolescents. It is known that self-esteem in adolescents is very important in terms of identity development and mental health. It is emphasized that considering the effects of social media addiction and social media usage levels on body image and self-esteem in adolescents with low self-esteem is important both in the treatment of mental diseases known to be directly related to self-esteem and in terms of preventive mental health interventions.

Our study had some limitations. The self-esteem, body image, and social media addiction levels of the participants were measured only with self-reported scales. The lack of a diagnostic evaluation of adolescents by face-to-face interviews was an important limitation. Our study was a cross-sectional study. It is thought that longitudinal studies are needed to better explain the causal relationships between self-esteem and other variables.

Ethical approval

Ethics Committee approval for the study was received from Beykent University Publication Ethics Committee (July 24, 2020).

Financial support and sponsorship

No financial support or sponsorship was used for this research.

Conflicts of interest

There are no conflicts of interest.

REFERENCES

24. Buyukgoze Kavas A. Self-esteem and health-risk behaviors among Turkish late adolescents. Adolescence. 2009;44:187-98. [PubMed] [Google Scholar]

Articles from Indian Journal of Psychiatry are provided here courtesy of Wolters Kluwer -- Medknow Publications

# data[].attributes.attachment_link.title
Self-esteem and social media addiction level in adolescents: The mediating role of body image

# data[].attributes.attachment_link.description
There are many studies examining the relationship between social media and self-esteem. Studies examining the relationships between the self-esteem, social media use, and body image of adolescents are limited in the literature. This study aimed to ...

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The Impact of Social Media on the Self-Esteem of Youth 10–17 Years Old: A Review of the Literature

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The Impact of Social Media on the Self-Esteem of Youth 10–17 Years Old: A Review of the Literature

# data[].attributes.body
This literature review by Jasmine M. Daniels (2020) focuses on evaluating the impact of social media on the self-esteem of youth aged 10 to 17. The purpose of the study is to analyze existing research to understand how social media platforms affect young people's self-perception and confidence levels. Participants in the studies reviewed include a diverse group of young individuals within the specified age range, drawing from various socio-demographic backgrounds to ensure a comprehensive analysis. Daniels uses a methodical review of multiple academic articles and studies, synthesizing findings to identify patterns and insights related to social media's influence on self-esteem. This review emphasizes the critical need for developing awareness and educational strategies to help youth navigate social media in a way that supports positive self-esteem and overall well-being.

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Exploring adolescents’ perspectives on social media and mental health and well-being – A qualitative literature review

# data[].attributes.subject
Exploring adolescents’ perspectives on social media and mental health and well-being – A qualitative literature review

# data[].attributes.body
This qualitative literature review by Popat and Tarrant (2023) investigates adolescents' perspectives on the connection between social media use and their mental health and well-being. The purpose of the study is to synthesize existing qualitative research to capture how young individuals perceive the impact of social media on their mental health. The participants are adolescents from various qualitative studies, providing a broad overview of diverse experiences and viewpoints. The researchers employed a systematic review approach, examining data from a variety of qualitative studies to identify themes concerning social media's impact on mental well-being. This review highlights the complex nature of social media's effects on young people's mental health, emphasizing the need to understand and implement strategies to promote healthy social media use among adolescents.

# data[].attributes.attachment_link.title
Exploring adolescents’ perspectives on social media and mental health and well-being – A qualitative literature review

# data[].attributes.attachment_link.description
Many quantitative studies have supported the association between social media use and poorer mental health, with less known about adolescents’ perspectives on social media’s impact on their mental health and wellbeing. This narrative literature…

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Colak, M., Bingol, O. S., & Dayi, A. (2023). Self-esteem and social media addiction level in adolescents: The mediating role of body image. Indian Journal of Psychiatry, 65(5), 595–600. https://doi.org/10.4103/indianjpsychiatry.indianjpsychiatry_306_22

Daniels, J. (2020). The Impact of Social Media on the Self-Esteem of Youth 10-17 The Impact of Social Media on the Self-Esteem of Youth 10-17 Years Old: A Review of the Literature Years Old: A Review of the Literature. In Developmental Psychology Commons, School Psychology Commons. https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1545&context=diss

Popat, A., & Tarrant, C. (2022). Exploring adolescents’ perspectives on social media and mental health and well-being – A qualitative literature review. Clinical Child Psychology and Psychiatry, 28(1), 323–337. Sage Journals. https://doi.org/10.1177/13591045221092884

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Academic Performance in Middle School: Friendship Influences

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Academic Performance in Middle School: Friendship Influences

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The study by Jacobson and Burdsal (2012) explores the impact of friendship influences on academic performance among middle school students. The purpose of this research is to understand how friendships can positively or negatively affect students' academic achievements and to what extent peer relationships contribute to academic motivation and success. The participants in this study include a diverse group of middle school students, providing insights into various friendship dynamics and their academic implications. The researchers utilized a mixed-methods approach, combining quantitative surveys with qualitative interviews to gather comprehensive data on how friendships influence academic behaviors and outcomes. This study emphasizes the critical need for creating supportive and constructive friendships to enhance academic performance and overall development in middle school students.

# data[].attributes.attachment_link.title
Academic Performance in Middle School: Friendship Influences by Lisette T. Jacobson, MPA, MA, PhD(c) & Charles A. Burdsal, PhD, Wichita State University in GJCPP Volume 2 Issue 3 2012

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Lisette T. Jacobson, MPA, MA, PhD(c), & Charles A. Burdsal, PhD The results of the Peer/Performance Relationship Study build on previous research findings demonstrating relational significance of peer influences to academic performance during adolescence. This study evaluated social support and negative interchanges in relation to self-reported grades in reading, mathematics, social studies, and science. A positive correlation was found between level of school interest and academic performance.

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How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement

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How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement

# data[].attributes.body
The study by Shao, Kang, Lu, Zhang, and Li (2024) examines the influence of peer relationships on academic achievement among junior high school students, emphasizing the roles of learning motivation and learning engagement. The purpose of this research is to explore how positive and negative peer interactions can directly and indirectly affect students' academic performance through their impact on motivational and engagement levels. Participants in the study include a diverse group of junior high school students, providing a comprehensive understanding of peer dynamics across different socio-economic backgrounds. The researchers used a quantitative research method, utilizing surveys and statistical analysis to assess the interactions between peer relationships, motivation, and engagement, and their collective impact on academic outcomes. This study contributes to the understanding of the critical role of social interactions in educational settings and highlights the need for creating supportive peer environments to enhance students' motivation and engagement in learning.

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Abstract

Background

Despite the recognition of the impact of peer relationships, learning motivation, and learning engagement on academic achievement, there is still a gap in understanding the specific mechanisms through which peer relationships impact academic achievement via learning motivation and learning engagement.

Methods

This study aims to investigate how peer relationships affect junior high school students' academic achievement through the chain mediating roles of learning motivation and learning engagement, employing the self-system model of motivational development as the theoretical framework. In January 2024, 717 participants were selected from two middle schools in eastern China (mean age = 13.49 years, SD = 0.5). The data analysis in this study was performed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0.

Results

The results showed that peer relationships were directly and significantly related to junior high school students' academic achievement, and that peer relationships were indirectly and positively related to junior high school students' academic achievement via learning motivation and learning engagement respectively. The results also revealed a significant indirect and positive relationship between peer relationships and junior high school students' academic achievement, mediated by the sequential mediating roles of learning motivation and learning engagement. Moreover, the path "peer relationship→learning motivation→academic achievement" has the strongest indirect effect.

Conclusion

For junior high school students to achieve academic success, the appropriate interventions should be implemented to improve peer relationships, learning motivation, and learning engagement.

Peer Review reports

Introduction

Academic achievement is a multifaceted construct that can be defined in broad and narrow aspects. Marsh and McCallum defined it broadly as the extent to which students achieve the objectives or goals of their educational institution or program [ 1]. In contrast, Hattie defined it narrowly as the progress that students make in their academic studies, demonstrated through their performance on tests, exams, and other assessments [ 2]. Many researchers have adopted the narrow definition, focusing on test scores in specific subjects [ 3, 4, 5]. In China, academic achievement is often measured by test scores in Chinese, Math, and English [ 6, 7]. Therefore, academic achievement in this study refers to students' test scores in these subjects. Academic achievement holds substantial importance not only for students' future prospects but also serves as a critical indicator for evaluating the effectiveness of national educational systems [ 8].

Peer relationships have been recognized as influential factors in adolescents' academic achievement [ 9]. Peer relationships refer to the social interactions and connections that individuals establish with their peers, including interpersonal relationship, social emotion, communication interaction [ 10]. They can have a profound impact on students' academic outcomes, as peers can serve as sources of both positive and negative influence. Positive peer relationships have been associated with higher levels of academic achievement, while negative peer relationships can hinder students' academic progress [ 11].

Learning motivation and learning engagement are two psychological constructs that have been extensively studied in relation to academic achievement [ 12]. Learning motivation encompasses the internal drive and inclination to participate in learning activities, which can be classified into two main categories: intrinsic motivation and extrinsic motivation [ 13]. Intrinsic motivation stems from personal interest, curiosity, and the inherent satisfaction derived from the learning process itself, while extrinsic motivation is driven by external factors such as rewards, grades, or social recognition [ 14]. Learning engagement encompasses the active involvement, effort, and persistence that individuals exhibit during the learning process, categorized into three components: vigor, dedication, and absorption [ 15]. Vigor is often used to describe an individual's level of enthusiasm, engagement, and persistence in their studies. Dedication refers to an individual's commitment and devotion to their academic pursuits. Absorption refers to an individual's deep focus and concentration on what is studied [ 16]. Both learning motivation and learning engagement have been found to exhibit a positive correlation with academic achievement. For example, Wentzel suggested that learning motivation plays a positive role in academic achievement [ 17]. Similarly, Li et al. observed a noteworthy positive association between academic motivation and mathematics achievement among junior high school students [ 18]. Liem and Martin posited that school engagement has a positive impact on academic performance [ 19]. The findings highlight the importance of considering both learning motivation and learning engagement in understanding academic achievement.

Despite scholars proposing the influence of these factors on academic achievement, the specific mechanisms through which peer relationships influence academic achievement via learning motivation and learning engagement remain underexplored. To address this research gap, the primary objective of the current study is to investigate the interactive effects of peer relationships, learning motivation, and learning engagement on academic achievement, thereby providing a holistic comprehension of the interplay between these factors. Furthermore, this study endeavors to examine the chain mediating roles of learning motivation and learning engagement in the association between peer relationships and academic achievement among junior high school students. By examining these mediating pathways, this study seeks to elucidate the underlying mechanisms by which peer relationships impact academic outcomes. This study differs from those in investigating the chain mediating roles of learning motivation and learning engagement in the association between peer relationships and academic achievement within a unified conceptual framework, contributing to a deeper understanding of the factors that shape students' academic success.

The self-system model of motivational development (SSMMD) serves as a conceptual framework for this study. Proposed by Connell and Wellborn [ 20] and supported by Skinner et al. [ 21], the SSMMD is rooted in the self-determination theory [ 22] and emphasizes the importance of individuals' intrinsic motivation and psychological needs for autonomy, competence, and relatedness [ 23]. The SSMMD comprises four interconnected components: social context, self-system, action, and developmental results. The social context, consisting of peers, teachers, and parents, shapes an individual's self-system. It is within this social context that an individual's self-beliefs, motivation, and engagement in activities are developed. The self-system, as a relatively stable personal resource, is influenced by long-term interactions with the surrounding context and can effectively predict the level of involvement in activities. This level of involvement, in turn, directly influences various aspects of an individual's development, including behavior and academic performance [ 24]. The SSMMD presents a linear developmental pathway, where the social context influences the self-system, which then influences actions and subsequently developmental outcomes. In this study, we utilize the SSMMD framework to explore the relationship between peer relationships, learning motivation, learning engagement, and academic achievement. The relationship between the four variables and SSMMD can be elaborated as follows: Peer relationships, as a component of the social context, shapes an individual's self-beliefs, which significantly influences their learning motivation. Students who possess higher levels of learning motivation are more likely to get active engagement in learning activities (as a component of the action), and impact their academic achievement positively (as a developmental outcome) [ 25]. Based on this model, this study hypothesizes that peer relationships (as a social context factor) may influence adolescents' learning motivation (as a self-system factor), which in turn affects their learning engagement (as individual action), ultimately resulting in a positive impact on academic achievement (as developmental outcomes). This theoretical model in the study is visually represented in Fig. 1.

The proposed theoretical model

Peer relationships and academic achievement

Previous research has consistently demonstrated the positive influence of peer relationships on academic achievement [ 26]. Several studies have examined the positive impact of peer relationships on overall academic achievement. For instance, Wentzel noted that peers' support in homework was positively related to academic achievement [ 17]. Jacobson and Burdsal found that positive peer influence in middle schools predicted higher academic achievement [ 27]. In a longitudinal study, Gallardo et al. (2016) demonstrated the positive influence of peer relationships on mid-adolescents' academic achievement [ 11]. Additionally, research has investigated the positive effects of peer relationships on academic achievement in specific subjects. For example, Li et al. reported a significantly positive effect of peer relationships on the mathematics achievement of junior high school students [ 18]. Li et al. (2020) identified a significantly positive connection between peer relationships and science literacy among 596 ethnic minority junior school students in China [ 28]. Moreover, previous studies have suggested that the positive impact of peer relationships on academic achievement increases with grade level [ 29] and that same-gender peer relationships are particularly important in predicting academic achievement [ 19]. Overall, these findings emphasize the critical role of positive peer relationships in academic achievement, highlighting that adolescents who cultivate supportive relationships with their peers are more inclined to achieve success in their academic pursuits. On the basis of this, the following hypothesis is proposed.

H1: Peer relationships are positively correlated with academic achievement.

Learning motivation as a mediator

Peer relationships have been demonstrated to have a significant influence on learning motivation [ 11]. Positive peer relationships can enhance students' motivation in learning by providing support, encouragement, and a sense of belonging. For example, Li et al. have indicated that positive peer relationships could encourage students to strive towards predetermined learning goals [ 30]. Similarly, Kuo et al. have shown that regular peer interaction could increase students' motivation and interest in learning [ 31]. Wentzel et al. conducted a questionnaire survey involving 240 participants, and found that adolescents who receive positive support from their peers are more prone to exhibit higher levels of motivation [ 32]. In a study by Huangfu et al. it was observed that peer support in the context of chemistry education had a significant positive impact on students' continuing motivation in chemistry [ 33]. Conversely, negative peer relationships can lead to decreased motivation. For instance, Juvonen and Graham found that students who experienced bullying, as a form of negative peer relationship, reported lower levels of motivation to engage in academic tasks [ 34]. Similarly, Wentzel et al. revealed that peer rejection, as another form of negative peer relationship, was associated with lower levels of intrinsic motivation in students [ 35]. These finding underscore the crucial role of peer relationships in influencing students' motivation in specific academic domains.

Furthermore, learning motivation has been found to have a positive correlation with academic achievement [ 36]. Students who possess high levels of motivation to learn tend to excel in classroom activities, put forth great effort to complete their learning assignments, and achieve their academic achievement [ 37]. Researchers have demonstrated that learning motivation, as a potential mechanism is associated with perceived academic achievement [ 38]. Moreover, intrinsic motivation has been found to have a positive correlation with students' grades, while extrinsic motivation shows a negative association with academic outcomes [ 39]. In addition, researchers have shown that learning motivation exerts both direct and indirect influences on students' academic achievement through learning activities [ 40]. Peer interactions have also been emphasized as influential factors in adolescent learning motivation and subsequent learning outcomes [ 41]. Li et al. highlighted the mediating role of learning motivation in the relationship between peer relationships and mathematics achievement [ 18]. Although the study focused on Zhuang ethnic minority students in China and limited the academic achievement to mathematics, it provides valuable insights and direction for the mediation hypothesis in this research. Based on these findings, the following assumptions are proposed:

H2: Peer relationships are positively correlated with learning motivation.

H3: Learning motivation is positively correlated with academic achievement.

H4: Learning motivation mediates the association between peer relationships and junior high school students' academic achievement.

Learning engagement as a mediator

Research has consistently shown that peer relationships have an impact on students' learning engagement [ 42]. For instance, Kiefer et al. have proposed that peer support may help middle school students improve their learning engagement [ 43]. Besides, Research has demonstrated that both academic and emotional support from peers can enhance students' learning engagement [ 44]. Lee et al. have claimed that peer interaction can help students sustain their engagement in e-learning [ 45]. In addition, Yuan and Kim have suggested that peer appraisal in peer interactions can affect teenagers' cognitive and emotional involvement [ 46].

Learning engagement is considered to be an important factor that affects students' academic achievement [ 12]. High levels of learning engagement allow students to devote more time to learning activities and ultimately achieve better academic outcomes [ 47]. Liem and Martin found that active participation and investment in learning activities positively predict academic success [ 19]. Wang et al. further supported this by demonstrating that higher levels of classroom engagement are associated with better academic performance [ 4]. Additionally, Saqr et al. highlighted the longitudinal effects of engagement, showing that sustained high levels of engagement lead to improved academic outcomes over time [ 48]. Taken together, these recent studies underscore the critical role of student engagement in fostering academic achievement.

Learning motivation has been demonstrated to have a significant impact on students' engagement in learning activities [ 49]. When students are motivated to learn, they are more likely to set ambitious goals and actively participate in their learning activities [ 50]. Research has consistently found a positive relationship between learning motivation and engagement [ 25, 41]. For instance, a study by Froiland and Worrell explored the role of motivation in student engagement and found that intrinsic motivation, which stems from personal interest and enjoyment, was positively associated with higher levels of engagement [ 51]. Similarly, a study by Huang and Yang highlighted the importance of learning motivation, where students feel a sense of desire and enjoyment in their learning, in promoting engagement [ 52]. The self-system model of motivational development suggests that social contexts, including interactions with peers, can impact students' self-systems, such as their motivation and self-efficacy in learning. When students' self-systems, including learning motivation, are strengthened, they are more likely to engage in learning activities, leading to improved academic outcomes, such as academic achievement. Therefore, based on the aforementioned research, it is postulated that peer relationships can promote academic achievement by enhancing students' motivation and engagement in learning activities. Hypotheses were derived from the aforesaid analysis:

H5: Peer relationships are positively correlated with learning engagement.

H6: Learning motivation is positively correlated with learning engagement.

H7: Learning engagement is positively correlated with academic achievement.

H8: Learning engagement mediates the association between peer relationships and junior high school students' academic achievement.

H9: Learning motivation and learning engagement play a chain mediating role in the association between peer relationships and junior high school students' academic achievement.

Materials and methods

Sampling and data collection

Prior to conducting the survey, ethical approval and support were obtained from the Ethics Committee of Qufu Normal University. To ensure the privacy and confidentiality of the students, several measures were implemented. Firstly, the personal identification information of the students was anonymized, with the utilization of student ID numbers instead of real names on the questionnaire. Secondly, explicit assurances were provided to the participants that designated members of the research team would have access to and process the collected data. Lastly, strict adherence to legal regulations and ethical guidelines was maintained throughout the entire research process.

The sample size for the study was determined based on the guidelines of Structural Equation Modeling (SEM), which recommend a sample size of at least ten times the total number of observed variables [ 53]. Consistent with this recommendation, a sample of 717 participants, aged 13-14 years old, was drawn from two middle schools in Jiangsu province, Eastern China, in January 2024. The two schools selected for this study, in that they exhibit diversity in terms of student backgrounds, academic performance, and socio-economic status, reflecting the overall characteristics of students in the region. The participants were randomly chosen from Grades 7 and 8.

Data collection consisted of two distinct steps. Firstly, paper questionnaires were distributed with an explanation of the study. Students were encouraged to participate in the study voluntarily and express their ideas freely. Those who did not provide informed consent or failed to complete the questionnaire were excluded from the analysis. Totally, 717 valid questionnaires were collected, with a response rate of 89.6%. Secondly, the students' academic achievement was also collected as part of the study. Specifically, the study collected scores from the final exams in the subjects of Chinese, math, and English as a measure of participants' academic achievement, and matched the students' grades with their IDs. To ensure comparability and facilitate analysis across different subjects, the overall scores, ranging from 0 to 120 were standardized. These standardized scores were then utilized as the observational variables of academic achievement.

Research instruments

Peer relationship scale

Peer relationships were measured by the Peer Relationship Scale developed by Wei [ 10]. This scale comprises 20 items, categorized into three dimensions: interpersonal relationship (e.g., "My classmates all enjoy being with me."), social emotions (e.g., "When I am with my classmates, I feel very happy."), communication interaction (e.g., "If I see my classmates feeling upset or crying, I will go comfort them."). The 5-point Likert scale was used, with scores ranging from 1 to 5 indicating "strongly disagree" to "strongly agree", with higher scores indicating higher peer relationships. The scale has good reliability and validity, which has been validated by recent research [ 54].

Learning motivation scale

Learning motivation was measured by the Learning Motivation Scale, developed by Amabile et al. [ 55], and later revised by Chi et al. [ 56]. This scale comprises 30 items, including two subscales for intrinsic motivation (e.g., "I enjoy independently thinking to solve difficult problems.") and extrinsic motivation (e.g., "I care a lot about how others react to my opinions."). The scale uses a 4-point rating, with scores ranging from 1 to 4, representing "strongly disagree" to "strongly agree". Studies have demonstrated good reliability and validity of this scale among Chinese adolescents [ 49].

Learning engagement scale

Learning engagement was assessed by the scale revised by Fang et al. [ 57] based on the Utrecht Work Engagement Scale-Student (UWES-S) [ 58]. This scale comprises 17 items, including three dimensions: vigor (e.g., "I feel energized when studying."), dedication (e.g., "When I study, I feel time flying."), and absorption (e.g., "I take pride in my learning."). The scale uses a 7-point rating, with scores ranging from 1 to 7, representing "Never" to "Always". The scale demonstrated good reliability, which has been validated by An et al. [ 49]

Academic achievement

Based on previous research [ 4, 5, 6, 7], this study employed the final exam scores in Chinese, Mathematics, and English for grades 7 and 8 during the first semester as measures of academic achievement. A significant correlation was observed among the scores of these three subjects. Subsequently, the scores for each subject were standardized, and the average of these standardized scores was calculated as the overall indicator of academic achievement.

Statistical analysis

Data analysis was conducted using Amos 24.0 and SPSS 24.0. Initially, the Harman single-factor test was performed to explore the possibility of common method bias. Subsequently, descriptive analysis was carried out to provide an accurate portrayal of the sample's characteristics. Then, a structural equation modeling (SEM) analysis was conducted to test both the measurement and structural models. The measurement model was assessed through confirmatory factor analysis, while the structural model was evaluated by analyzing goodness-of-fit indices and path coefficients. Lastly, the significance of mediating effects was determined using the bootstrapping approach.

Results

Common method variance

To mitigate potential bias inherent in self-reported data obtained from junior high school students, the Harman single-factor test was conducted using SPSS 24.0 [ 59]. According to the test result, 11 factors exhibited characteristic roots exceeding 1, with the first factor accounting for 31.029% of the total variance, which fell below the critical threshold of 40% [ 60]. These findings suggest that no significant common method variance was present, indicating that the study's reliability and validity were not substantially impacted.

Sample characteristics

The sample was composed of 717 participants selected from two middle schools in eastern China. The average age of participants was 13.49 years (SD = 0.5, range = 13-14 years). As indicated in Table 1, the sample was gender-balanced, with males accounting for 50.1% and females accounting for 49.9%. The distribution of students across different grades was as follows: 53.7% in Grade Seven and 46.3% in Grade Eight. The majority of students resided in towns. Regarding the educational level of the participants' fathers, 48.8% had completed junior high school or below, 36.8% had attended senior high school or vocational school, 8.9% had attended college, and 5.4% had attended university. Similarly, for the participants' mothers, 51.9% had completed junior high school or below, 33.8% had attended senior high school or vocational school, 9.2% had graduated from colleges, and 5.2% had attended university.

Measurement model

The conventional approach to assessing a measurement model involves examining its reliability and validity [ 53]. In this study, the skewness of the 4 variables ranged from − 1.867 to 1.111, and the kurtosis ranged from − 0.351 to 3.512, which conforms to the normal distribution standards proposed by Hair et al. [ 61], providing a basis for the subsequent analysis. Reliability is commonly evaluated using Cronbach's alpha, with coefficients from 0.80 to 0.89 considered acceptable. Convergent validity is evaluated through standardized factor loadings, composite reliability (CR), and average variance extracted (AVE), where values exceeding 0.5 are deemed acceptable [ 62]. Discriminant validity is assessed by comparing the square root value of AVE with the correlation coefficient value between constructs. It is generally expected that the square root value of AVE will exceed the correlation coefficient value [ 63].

Table 2 presents the results of the reliability and convergent validity analysis. The measurement model demonstrated acceptable reliability, as indicated by Cronbach's alpha coefficients ranging from 0.839 to 0.961. Additionally, the standardized factor loadings ranged from 0.762 to 0.922, while the composite reliability (CR) and average variance extracted (AVE) values ranged from 0.835 to 0.937 and from 0.678 to 0.832, respectively, indicating acceptable convergent validity. Table 3 shows that the square root values of AVE for each construct were larger than the correlation coefficient values between the other constructs, indicating acceptable discriminant validity.

Structural model

The structural model was evaluated using the goodness-of-fit indices and path coefficients. Jackson et al. have suggested that a structural model fits the data when the goodness-of-fit index is between 1 and 3 for x ² / df, greater than 0.9 for GFI, AGFI, NFI, TLI, and CFI, less than 0.08 for SMSEA [ 64]. Table 4 displays the following fit indices: X ² / df = 1.142 (X ² = 2663.1543, df = 2331), GFI = 0.946, AGFI = 0.942, CFI = 0.993, TII = 0.993, NFI = 0.946. All the values met the recommended thresholds, indicating a good fit for the structural model. Additionally, sensitivity analysis indicated that the effect size was 0.49, meeting the threshold proposed by Cohen [ 65] for a strong statistical test with a sample size of 717.

Hypothesis test

As depicted in Table 5, the results revealed a significant and positive association between peer relationships and academic achievement (β =  0.178, P < 0.001), providing support for H1. A significant and positive correlation was observed between peer relationships and learning motivation (β =  0.534, P < 0.001 ), conforming H2. Learning motivation was found to have a significant and positive impact on academic achievement (β =  0.181, P <  0.001 ), thus supporting H3. Peer relationships exhibited a significant and positive influence on learning engagement (β =  0.183, P < 0.001 ), providing support for H5. Learning motivation had a significant and positive effect on learning engagement (β =  0.224, P < 0.001 ), thus H6 was supported. Learning engagement demonstrated a significant and positive impact on academic achievement (β =  0.217, P  < 0.001 ), providing support for hypothesis H7. Overall, the empirical data supported the expected directions of H1, H2, H3, H5, H6, and H7, indicating the significance of these relationships.

Analyses of the mediating effect of peer relationship on academic achievement

In this study, Structural Equation Modeling (SEM) was employed as the statistical technique to examine the mediating effect of learning motivation and learning engagement. SEM is considered more appropriate for examining mediation [ 66]. To determine the confidence intervals for the mediation effects in SEM, the bootstrap method was utilized [ 67]. Specifically, a mediating effect is considered statistically significant when the 95% bias-corrected confidence intervals (95% bias-corrected CI)does not include 0, and t exceeds 1.96 [ 68]. For data analysis, Amos 24.0 software was utilized. In this analysis, academic accomplishment was considered as the dependent variable, while peer relationship was treated as the independent variable. Additionally, learning motivation and learning engagement were regarded as mediating variables. To enhance the reliability of our results, a bootstrap resample size of 5000 was utilized, and the bias-corrected confidence interval level was set at 95%.

The results indicated in Table 6 demonstrate the statistical significance of the total effect and direct effect of peer relationships on academic achievement. The total effect of peer relationships on academic achievement was 2.510 (t = 6.213, 95% bias-corrected CI [1.745, 3.309], P < 0.01), while the direct effect was 1.313 (t = 3.712, 95% bias-corrected CI [0.487, 2.178], P < 0.01). Furthermore, the analysis revealed significant indirect effects in three pathways. The pathway of peer relationships→learning motivation→learning engagement→academic achievement had an indirect effect of 0.191 (t = 2.653, 95% bias-corrected CI [0.076, 0.365], P < 0.01). The pathway of peer relationships→learning motivation→learning engagement had an indirect effect of 0.713 (t = 2.493,95% bias-corrected CI [0.193, 1.326], P < 0.01). Lastly, the pathway of peer relationships→learning engagement→academic achievement had an indirect effect of 0.293 (t = 2.307, 95% bias-corrected CI [0.081, 0.585], P  < 0.01). These results indicate that the three mediating effects were all statistically significant, providing support for H4, H8, and H9.

In addition, the indirect effect percentage of learning motivation and learning engagement as partial mediators were examined. As indicated in Table 6, among the three significant indirect mediators, the indirect effect of learning motivation accounts for 59.5% of the total indirect effect, while the indirect effect of learning engagement accounts for 24.5% of the total indirect effect. Besides, the indirect effect of earning motivation and learning engagement accounts for 16% of the total indirect effect. The pathway "peer relationships → learning motivation → academic achievement" exhibited the strongest effect. The specific pathways of peer relationship acting on academic achievement through learning motivation and learning engagement are detailed in Fig. 2.

The path diagram, *** p <  0.001

Discussion

This study aimed to examine the interactive effects of peer relationships, learning motivation, learning engagement, and academic achievement among junior high school students. Additionally, the study sought to investigate the potential mediating roles of learning motivation and learning engagement in the association between peer relationships and academic achievement within this specific context. The study tentatively demonstrated the applicability of SSMMD in explaining the factors influencing academic achievement in junior high school settings. The findings of the study are presented below.

The results of the study revealed a direct and positive association between peer relationships and academic achievement among junior high school students. This finding not only confirms the research result of Jacobson and Burdsal [ 27], and that of Gallardo et al. [ 11], showing a positive correlation between peer relationships and academic achievement among middle school students but also reflects the idea presented by Escalante et al. [ 69] that academic achievement is affected by school climate, of which peer relationships are the dominant factor. This finding can be attributed to the notion that junior high school students in China who have stronger peer relationships within their school environment may receive greater support in their learning endeavors. This increased support may help alleviate learning-related stress, bolster their confidence levels, and enhance their self-esteem, thereby contributing to improved academic performance [ 26]. Additionally, it is noteworthy that peer influence exerts a substantial impact on shaping students' academic behavior. For instance, students may observe their peers' self-regulated behavior and diligence and be inclined to imitate them, thereby adopting similar study habits and strategies [ 70]. This study further demonstrates that peer relationships are a predictive factor of academic achievement.

The results of the study indicated that learning motivation partially mediated the association between peer relationships and academic achievement among Chinese middle school students. The finding builds upon previous research conducted by Wentzel [ 17], as it further elucidates the mediating role of learning motivation as a mediator between peer relationships and academic achievement among junior high school students. This finding can be explained by the increased reliance on peers for support and guidance, particularly after transitioning to junior high school. In Chinese culture, where collective values and social harmony are emphasized, peer relationships serve as a crucial source of support and guidance for students [ 71]. This heightened interaction with peers positively influences their learning attitude and personal values [ 72]. Consequently, this positive influence on learning attitudes and personal values contributes to the enhancement of learning motivation, ultimately leading to improved academic achievements among junior high school students. Additionally, the study's results indicated the most substantial mediating role of learning motivation, supporting the notion that motivation is a more critical contributor to academic achievement [ 25]. This finding provides further evidence of the significant role of learning motivation in mediating the correlation between peer relationships and junior high school students' academic achievement.

The results of the study demonstrated that learning engagement also partially mediated the association between peer relationships and academic achievement among junior high school students. This suggests that a high level of learning engagement can help elucidate why junior high school students who foster positive relationships with their peers tend to exhibit improved academic performance. When students have positive peer relationships, their increased learning engagement is reflected in their active participation in class, eagerness to complete assignments, and proactive pursuit of additional learning opportunities, ultimately leading to enhanced academic achievement [ 19]. This finding aligns with prior research [ 73, 74], which postulates that learning engagement is a pivotal factor linking peer relationships and junior high school students' academic achievement. The connections that teenagers forge with their contemporaries will facilitate increased participation in the educational process, which in turn will lead to enhanced academic performance [ 75]. The finding provided more evidence that learning engagement plays a significant role in the link between peer relationships and academic achievement.

The study further revealed that learning motivation and learning engagement played a chain mediation role in the association between peer relationships and academic achievement, which is one of the most astonishing conclusions drawn from the investigation. This result aligns with the self-system model of motivational development [ 20], which suggests that positive interactions and support from peers contribute to the development of individuals' learning motivation. This motivation, in turn, influences their level of learning engagement, leading to improved academic achievement. Furthermore, the study revealed that junior high school students' learning motivation contributed less to their level of learning engagement (β = 0.244, P < 0.001) than their peer relationships (β = 0.183, P < 0.001). This suggests that junior high school students' primary source of learning engagement was learning motivation, because motivation plays a crucial role in driving their interest, effort, and persistence in academic tasks [ 49].

The theoretical and practical implications

This study holds significant theoretical implications. Firstly, it un derscores the complex interplay between peer relationships, learning motivation, learning engagement, and academic achievement. This expands our understanding of the underlying mechanisms that link these variables together. Secondly, it provides empirical support for the self-system model of motivational development, which suggests that peer relationships have an indirect influence on academic achievement through the mediating roles of learning motivation and learning engagement. This highlights the significance of social factors in shaping students' motivation and engagement in the learning process.

This study carries practical implications for educators. Firstly, fostering positive peer relationships should be prioritized in educational settings. Teachers should implement strategies to promote a supportive and external classroom environment, such as peer mentoring programs or cooperative learning activities. Besides, teachers should create an inclusive and internal classroom environment that values diversity and promotes respect, empathy, and cooperation. By enhancing positive interactions among students, the motivation and engagement of individuals can be positively influenced, leading to improved academic achievement. Secondly, interventions targeting learning motivation and learning engagement should be implemented. Regarding learning motivation, teachers should encourage students to participate in problem-solving activities that connect learning to students' lives and experiences, and motivate students to embrace challenges and solve problems [ 76]. Furthermore, teachers should provide timely and constructive feedback that helps students monitor their learning progress and adjust their strategies accordingly to foster students' sense of intrinsic motivation. Additionally, teachers should understand the pressures students face in the learning process and provide appropriate support and strategies, such as offering flexible deadlines and providing alternative assignments. To enhance learning engagement, teachers should strive to gain a deeper understanding of teenagers' needs and employ tactics and skills that strengthen their commitment to learning through meaningful classroom activities. Additionally, emotional support should be provided to help prevent learning fatigue and promote a positive attitude toward the learning process.

This study contributes to the literature in two ways. Firstly, it investigates the complex relationships among peer relationships, learning motivation, learning engagement, and academic achievement utilizing the self-system model of motivational development, which may provide insights for future research in other countries. Secondly, it explores the mediating mechanism between peer relationships and junior high school students' academic achievement through examining the roles of learning motivation and learning engagement. The novel perspective can enrich our understanding of the link between peer relationships and academic achievement among junior high school students.

Limitations and future research directions

There are some limitations that should be acknowledged. Firstly, the study was carried out in a cross-sectional manner, making it difficult to establish a causal relationship between variables. Therefore, future longitudinal research is needed to investigate the association between peer relationships and academic achievement more conclusively. Secondly, this study was conducted within the context of China's test-oriented learning environment, which may limit the generalizability of the findings to other educational settings. To enhance the external validity of the study, future research should be conducted in different countries. Thirdly, the study did not account for potential confounding factors such as academic pressure and self-evaluation, which may also influence academic achievement. Future research should consider these factors within a comprehensive theoretical framework. Finally, apart from academic achievement, all other variables were self-reported by participants, which may introduce potential bias. Future studies could benefit from incorporating observational data from parents, teachers, and classmates to provide a more objective perspective.

Data availability

The datasets generated and/or analysed during the current study are not publicly available due to ethical issues but are available from the corresponding author on reasonable request.

References

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Funding

This work was supported by the International Chinese Language Education Research Program [Grant no. 23YH82C].

Author information

Authors and Affiliations

1. Jiangsu Xiangshui High School, Yancheng, China

Yanhong Shao

2. College of Foreign Languages, Qufu Normal University, Qufu, China

Shumin Kang & Chao Zhang

3. College of Economics and Management, Tarim University, Alar, China

Quan Lu

4. Shandong Vocational Animal Science and Veterinary College, Weifang, China

Ruoxi Li

Contributions

YS designed the study, performed the statistical analysis, and contributed to writing the manuscript. QL also contributed to writing the manuscript. SK supervised all aspects of the study's implementation, and reviewed the manuscript. CZ proofread the English expression and reviewed the manuscript. RL collected the data and performed the statistical analysis. All authors have read and approved the final manuscript.

Corresponding author

Correspondence to Shumin Kang.

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Ethics approval and consent to participate

This manuscript is not under review elsewhere and the results have not been published previously or accepted for publication. This manuscript has been seen and approved by all authors. All methods were performed in accordance with the relevant guidelines and regulations. The questionnaire and methodology for this study was approved by the research ethics committee of the College of Education at Qufu Normal University before data collection.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.

Informed consent

Informed consent was obtained from all participants included in the study. And their parents provided their written informed consent to participate in this study.

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Shao, Y., Kang, S., Lu, Q. et al. How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychol 12, 278 (2024). https://doi.org/10.1186/s40359-024-01780-z
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How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement - BMC Psychology

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Background Despite the recognition of the impact of peer relationships, learning motivation, and learning engagement on academic achievement, there is still a gap in understanding the specific mechanisms through which peer relationships impact academic achievement via learning motivation and learning engagement.

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Friends Can Help to Aim High: Peer Influence and Selection Effects on Academic Ambitions and Achievement

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Friends Can Help to Aim High: Peer Influence and Selection Effects on Academic Ambitions and Achievement

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The study by Vit, Bianchi, and Takács (2024) investigates the dual roles of peer influence and selection effects on academic ambitions and achievement among students. The purpose of the research is to analyze how peers can shape and potentially enhance students' academic goals and success through both direct interactions and the choices students make in their social circles. The participants include a diverse group of students from various educational settings, providing a broad understanding of how different peer dynamics can play a role in academic development. The researchers used a combination of quantitative and qualitative methods, including surveys and in-depth interviews, to gather data on the nature of peer interactions and their impact on students' academic aspirations. This study emphasizes the importance of creating positive peer relationships as a means to support students in achieving higher academic ambitions and emphasizes the significance of peer selection in shaping educational outcomes.

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Friends Can Help to Aim High: Peer Influence and Selection Effects on Academic Ambitions and Achievement - Eszter Vit, Federico Bianchi, Marco Castellani, Károly Takács, 2024

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During early adolescence, the influence of friends becomes more pronounced. This study models the effect of friends’ academic ambitions on adolescents’ ambition…

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Jacobson, L. (2012). Academic Performance in Middle School: Friendship Influences. Global Journal of Community Psychology Practice, 2(3). https://doi.org/10.7728/0203201206

Shao, Y., Kang, S., Lu, Q., Zhang, C., & Li, R. (2024). How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01780-z

Vit, E., Bianchi, F., Castellani, M., & Károly Takács. (2024). Friends Can Help to Aim High: Peer Influence and Selection Effects on Academic Ambitions and Achievement. The Journal of Early Adolescence. https://doi.org/10.1177/02724316241273427

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Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement

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Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement

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The study by Hill and Tyson (2009) provides a meta-analytic assessment of the influence of parental involvement strategies on academic achievement in middle school students. The purpose of this research is to evaluate various parental involvement methods and determine their effectiveness in promoting student success during these critical educational years. The participants include a diverse group of middle school students from multiple studies, ensuring a comprehensive analysis of parental influence across different contexts. The researchers used a meta-analysis approach, systematically reviewing and synthesizing data from numerous studies to identify patterns and outcomes associated with parental involvement. This study highlights the significance of parental engagement in developing academic achievement and emphasizes the importance of involvement to support students' educational journeys.

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Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement

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Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic…

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Parental influences on children’s decisions making  

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Parental influences on children’s decisions making  

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This study by Karinna Anne Rodriguez (2023) investigates the impact of parental influences on the decision-making skills of children. The purpose of the research is to explore how different parenting styles and levels of involvement affect children's ability to make informed and independent decisions. Participants in the study include a diverse group of children from various backgrounds, allowing for a comprehensive examination of parental influence across different family dynamics. Rodriguez uses a mixed-methods approach, combining quantitative surveys with qualitative interviews to gather data on parental practices and their effects on children's decision-making capabilities. This study emphasizes the importance of developing a supportive and nurturing parental environment to enhance children's problem-solving skills and autonomy.

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The Role of Parental Involvement and Social Emotional Skills in Academic Achievement: Global Perspectives

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The Role of Parental Involvement and Social Emotional Skills in Academic Achievement: Global Perspectives

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The study by Mamta Roy and Regina Giraldo-García (2024) examines the interactions between parental involvement, social and emotional skills, and academic achievement from a global perspective. The purpose of this research is to analyze how different forms of parental engagement, along with students' social and emotional competencies, contribute to academic success across diverse cultural contexts. Participants in the study include students from various countries, providing a wide-ranging view of educational experiences and parental roles worldwide. The researchers utilized a comparative research method, using both quantitative data from standardized assessments and qualitative insights from interviews to explore the relationships between these factors. This study emphasizes the universal importance of instilling strong parental involvement and social-emotional skills to enhance academic outcomes, emphasizing the need for culturally responsive educational strategies.

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Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362

Rodriguez, K. A. (2021). Parental influences on children’s decisions making Parental influences on children’s decisions making. https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=2091&context=etd

Roy, M., & Giraldo-García, R. (2018). The Role of Parental Involvement and Social/ Emotional Skills in Academic Achievement: Global Perspectives. School Community Journal, 28(2). https://files.eric.ed.gov/fulltext/EJ1201955.pdf