The relationship between peer relationships and classroom engagement among undergraduate private college student

Abstract

Classroom engagement is a key determinant of student learning and academic success, yet relatively little attention has been paid to the role of peer relationships in shaping engagement levels within private higher education settings in China. This study aims to examine the relationship between peer relationships and classroom engagement among undergraduate students at a private university in Qingdao, Shandong Province. A questionnaire survey was conducted among 17,122 students from a private undergraduate college in Qingdao, Shandong, China, yielding 534 valid responses. The average peer relationships score was 3.29, suggesting a relatively harmonious relationship among students. Simple linear regression analysis revealed that peer relationships positively predicted classroom engagement, explaining 30.3% of its variance (R²= 0.303, Adjusted R²= 0.302). Additionally, the hierarchical multiple regression results indicate that gender (β=0.096, p=0.007) plays a significant moderating role in the influence of peer relationships on classroom engagement, and similarly, grade (β=0.080, p=0.023) exerts a significant moderating effect on the relationship between peer relationships and classroom engagement. Moreover, the moderating effects of gender and grade on the relationship between peer relationships and classroom engagement are more pronounced among female students. These findings highlight the importance of fostering positive peer interactions and considering gender- and grade-specific needs when designing engagement-enhancing interventions in private college contexts in China