Investigating the Interplay Between Teacher‐Student and Peer Relationships in Predicting Academic Engagement in Early Adolescents

ABSTRACT This study investigates the complex interplay between teacher–student and peer relationships in shaping academic engagement during early adolescence. Drawing on a sample of 6048 students from public elementary schools in Slovenia, the predictive power of these relationships beyond academic achievement was examined. Results revealed that both positive aspects of teacher–student relationships and perceived peer support significantly contributed to academic engagement. Moreover, an interaction effect indicated that peer support predicted engagement only in the absence of negative teacher–student relationships. These findings underscore the pivotal role of teacher–student relationships in fostering academic engagement, suggesting that peer support cannot fully compensate for adverse teacher–student dynamics.