Longitudinal effects of peer support and classroom justice on academic engagement and disaffection among Chinese adolescents: A mediation and multigroup analysis
The findings highlight the importance of attending to general classroom climate indicators, suggesting that educators should cultivate a supportive and equitable classroom climate and promote students' mastery goals and resilience while implementing differentiated interventions across achievement levels to activate the best academic development pathways for distinct student groups.
Authors
- Chenxu Wang (ORCID: https://orcid.org/0000-0002-6651-6072)
- Y. Zhou
- Libin Zhang (ORCID: https://orcid.org/0000-0002-4611-1852)
- Yang Yang (ORCID: https://orcid.org/0000-0002-6017-2176)
- Wenyu Liang
- Qi Gao (ORCID: https://orcid.org/0000-0001-5382-6891)
- Yunyun Zhang (ORCID: https://orcid.org/0000-0002-3898-539X)
Institutions
- Beijing Normal University (CN)
Publication Details
- Journal
- British Journal of Educational Psychology
- Published
- 2025-08-18
- DOI
- https://doi.org/10.1111/bjep.70021
- Citations
- 1
- Primary Topic
- Youth Substance Use and School Attendance
- Type
- article
- Field-Weighted Citation Impact
- 8.93