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Updated: Feb 25, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
Perceptions of Relatedness with Classroom Peers Promote Adolescents' Behavioral Engagement and Achievement in
Amori Yee Mikami1, Erik A Ruzek2, Christopher A Hafen3
1University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada. mikami@psych.ubc.ca.
Abstract:
Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents' perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents' perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents' achievement.
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