Key points are not available for this paper at this time.
Introduction: Relationships play an essential role in learning, particularly in peer relationships and the teacher-student relationship. Social-emotional competence, learning engagement, and teacher-student relationship can directly influence students' academic achievement. Methods: This study examines the relationship among these fac¬tors and explores how they collectively link to the engagement and academic achievement of 1,528 pre-service teachers in a normal university through Social Construction Theory. We analyzed the data using the Structural Equation Modeling (SEM). Results: Findings revealed that all dimensions of social-emotional competence (self-relationship, interpersonal relationship, collective relationship, and responsible decision making) and the teacher-student relationship are associated with learning engagement. Two dimensions of social-emotional competence, collective relationship and responsible decision-making, are significantly correlated to academic achievement. Discussion: This study offers guidance and recommendations for pre-service teachers to enhance their overall growth in engagement and learning outcomes.
Li et al. (Mon,) studied this question.