Open Access

Intentional self-regulation and peer relationship in the teacher-student relationship for learning engagement: A moderation–mediation analysis

Mengjun Zhu^1,#,*, Xing’an Yao^2,#,*, Mansor Bin Abu Talib¹

1 Wellbeing Research Centre, Faculty of Social Sciences and Liberal Arts, UCSI University, No. 1, Jalan Menara Gading, UCSI Heights (Taman Connaught), Cheras, Kuala Lumpur, 56000, Malaysia
2 Nanjing Institute of Technology, Nanjing, 211167, China

* Corresponding Authors: Mengjun Zhu. Email: ; Xing’an Yao. Email:
# These two authors are co-first authors

Journal of Psychology in Africa 2025, 35(1), 83-90. https://doi.org/10.32604/jpa.2025.065784

Received 17 April 2024; Accepted 19 January 2025; Issue published 30 April 2025

Abstract

This study investigated the role of intentional self-regulation and the moderating role of peer relationship in the relationship between teacher-student relationship and learning engagement. The study sample comprised 540 Chinese senior secondary school students between the ages of 15–18 (51.67% boys; M_age = 16.56 years; SD_age = 0.90). They completed surveys on the Teacher-Student Relationship Scale, the Selection, Optimization, and Compensation (SOC) Scale, the Peer Relationship Scale for Children and Adolescents, and the Learning Engagement Scale. The results following regression analysis showed that teacher-student relationship predicted higher learning engagement among senior secondary school students. Intentional self-regulation partially mediated the link between teacher-student relationship and learning engagement for higher learning engagement. Peer relationship moderated the relationships between teacher-student relationship and learning engagement and moderated the relationship between teacher-student relationship and intentional self-regulation for higher learning engagement. These findings imply learning engagement can be enhanced by optimizing teacher-student relationship and strengthening intentional self-regulation interventions.

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Keywords

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