The Effect of Peer Interaction and Social Influence on Perceived Learning in Elementary School Students: The Mediating Role of Engagement
Keywords:
تعامل با همتایان, نفوذ اجتماعی, یادگیری درکشده, درگیری تحصیلی, دانشآموزان ابتداییAbstract
This study aims to investigate the effect of peer interaction and social influence on perceived learning among elementary students, considering the mediating role of academic engagement. This applied, descriptive-survey study was conducted on a statistical population comprising all elementary school students in Tonekabon County. Using Cochran’s formula, a sample of 384 students was selected through stratified random sampling. Data collection tools included four standardized questionnaires adapted from Chang and Pen (2023), measuring peer interaction, social influence, engagement, and perceived learning on a 5-point Likert scale. Data were analyzed using Smart PLS and structural equation modeling. The results indicated that both peer interaction and social influence had significant and positive effects on perceived learning. Moreover, academic engagement functioned as a mediating variable, strengthening the relationship between social variables and learning. Path coefficients, t-values, and bootstrap results confirmed the adequacy of the proposed model. The findings highlight the importance of social relationships and student engagement in enhancing perceived learning outcomes. Creating educational environments that foster positive peer interaction and social support can improve students’ academic experiences and achievements.
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Copyright (c) 2025 Narges Amir Janati (Author); Samira Pali (Corresponding author)
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