The role of peer relationships among elementary school students: Focusing on the mediation effects of grit depending on teacher-student relationships

In the situation where there is concern about the polarization of academic achievement due to remote education after the COVID-19 pandemic, we need to pay attention to academic engagement, which is mentioned to play a strong and decisive role in students' adaptive school life. In this sense, this study examined how the influence of peer relationships and grit on academic engagement of elementary school students differs according to the teacher-student relationship. For this purpose, in this study, two groups (a High and a Low T-S group) were formed according to the level of teacher-student relationship, and a multi-group analysis was conducted by setting grit as a mediating factor in the relationship between peer relationship and academic engagement. For the analysis, KYCPS data was used (2067 4th grade elementary students, 49.1% girls), and the results were as follows: 1) In the High T-S group, the direct effect of the peer relationship on academic engagement was not significant, 2) In the Low T-S group, the peer relationship not only had a direct and significant effect on academic engagement, but also had a significant effect through grit as a mediator. This study emphasizes the importance of interpersonal resources in promoting academic engagement and enhancing the grit in school contexts. Finally, based on these findings, implications and suggestions were discussed.

Automated summary

In the context of concerns about the polarization of academic achievement due to remote education after COVID-19, this study examined the effects of peer relationships and grit on the academic engagement of elementary school students, with a focus on the teacher-student relationship. The findings showed that the influence of peer relationships on academic engagement differed depending on the level of teacher-student relationship.