The present study examined whether there were discrete groups of early adolescents who experienced different levels of relational support from teachers and peers and how distinct profiles of relational support were associated with different dimensions of academic engagement in the classroom. Data on nine different indicators of teacher and peer relational support were collected from 714 fifth- (n = 394) and sixth-grade (n = 320) students from South Korea, along with their concurrent and subsequent academic engagement. Latent profile analyses revealed that there were four distinct relational support profiles: (1) Low Support, (2) Moderate Support, (3) Peer-Oriented, and (4) High Support. These patterns of relational support were associated with different levels of self- and teacher-reported academic engagement. The findings indicated that relational support from both teachers and peers was important, but that teachers played a more significant role in fostering early adolescents academic engagement.

本研究考察了是否有不同的早期青少年群体经历过来自教师和同龄人的不同程度的关系支持，以及关系支持的不同特征如何与课堂学术参与的不同维度相关联。从 714 名五年级（ n  = 394）和六年级（n = 320) 来自韩国的学生，以及他们同时和随后的学术活动。潜在概况分析显示，有四种不同的关系支持概况：(1) 低支持，(2) 中等支持，(3) 面向同伴，和 (4) 高支持。这些关系支持模式与自我和教师报告的不同程度的学术参与有关。研究结果表明，来自教师和同伴的关系支持很重要，但教师在促进青少年早期学术参与方面发挥了更重要的作用。