A STRUCTURAL EQUATION MODEL ON CHINESE ELEMENTARY CHILDREN’S PERCEPTION OF PEERS AND TEACHERS, BEHAVIORAL ENGAGEMENT AND ACHIEVEMENT IN ENGLISH CLASS
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Abstract
This study investigates the relationships among third-grade students’ perceived peer relatedness, teacher relatedness, and classroom behavioral engagement in English classes. Using a sample of 180 students, we adapted and translated measures from established instruments to fit the Chinese elementary school context, focusing on students’ perceptions of respect, appreciation, and comfort from peers and teachers. Data collection involved a standardized questionnaire administered in October 2020, with informed consent obtained from parents. Our findings indicate significant correlations between peer and teacher relatedness and students’ engagement in English class. The study’s reliability and validity are supported by Cronbach’s alpha values ranging from 0.77 to 0.79 and high fit indices for the measurement models. These results highlight the importance of supportive peer and teacher relationships in enhancing students’ academic engagement.