Skip to main content

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

Advertisement

Scientific Reports
  • View all journals
  • Search
  • My Account Login
  • Content Explore content
  • About the journal
  • Publish with us
  • Sign up for alerts
  • RSS feed
  1. nature
  2. scientific reports
  3. articles
  4. article
The chain mediating effect of friendship quality and learning engagement on school climate and primary school students’ academic resilience
Download PDF
Download PDF
  • Article
  • Open access
  • Published: 12 February 2026

The chain mediating effect of friendship quality and learning engagement on school climate and primary school students’ academic resilience

  • Liping Guo1,2,
  • Jingchen Hu2,
  • Dongyu Xie2,
  • Ziyi Liu2,
  • Xiuwen Xi2,
  • Yuxuan Yang2 &
  • …
  • Lili Luo2 

Scientific Reports , Article number:  (2026) Cite this article

We are providing an unedited version of this manuscript to give early access to its findings. Before final publication, the manuscript will undergo further editing. Please note there may be errors present which affect the content, and all legal disclaimers apply.

Subjects

  • Education
  • Psychology

Abstract

Against the backdrop of rising focus to the study of academic resilience, there is still a dearth of relevant exploration for rural primary school students. Focusing on the influencing mechanisms of academic resilience in rural students not only helps children grow, but also contributes to narrowing the urban-rural education gap, thereby realizing educational equity. To explore the specific mechanism of school climate on the academic resilience of primary school students, this study investigated 316 primary school students in Gansu Province, China by using the school climate scale, the academic resilience scale, the friendship quality scale and the learning engagement scale. The results indicate that: (1) school climate has a positive predictive effect on the academic resilience of primary school students; (2) friendship quality and learning engagement are mediating variables between school climate and primary school students’ academic resilience, respectively; (3) friendship quality and learning engagement play a chain mediated role between school climate and primary school students’ academic resilience. This study empirically reveals the mechanism by which school climate affects academic resilience, providing theoretical basis and practical reference for promoting the development of academic resilience among rural primary school students.

Data availability

Due to the sensitive nature of the human data collected in this study, the raw data are not publicly available to protect participant confidentiality.With the approval of the Research Ethics Committee of the College of Education Sciences, Northwest Normal University, the data can be obtained by contacting the corresponding author, Jingchen Hu.

References

  1. Masten, A. S. Resilience from a developmental systems perspective. World Psychiatry. 18 (1), 101. https://doi.org/10.1002/wps.20591 (2019).

    Google Scholar 

  2. Malhi, G. S., Das, P., Bell, E., Mattingly, G. & Mannie, Z. Modelling resilience in adolescence and adversity: a novel framework to inform research and practice. Transl. Psychiatry. 9 (1), 316. https://doi.org/10.1038/s41398-019-0651-y (2019).

    Google Scholar 

  3. Bai, B. Y., Wang, Z. F. & Zhang, R. P. Childhood neglect and academic performance in Chinese adolescents: a serial mediation model. Child Abuse Negl. 129, 105642. https://doi.org/10.1016/j.chiabu.2022.105642 (2022).

    Google Scholar 

  4. Liu, S., Zhang, Y., Zhao, L. & Liu, Z. Academic stress detection based on multisource data: a systematic review from 2012 to 2024. Interact. Learn. Environ. 33 (3), 1823–1849. https://doi.org/10.1080/10494820.2024.2387744 (2025).

    Google Scholar 

  5. Shen, Y., Feng, H. & Li, X. Academic resilience in nusing students: a concept analysis. BMC Nurs. 23, 1. https://doi.org/10.1186/s12912-024-02133-2 (2024).

  6. Radhamani, K. & Kalaivani, D. Academic resilience among students: a review of literature. Int. J. Res. Rev. 8 (6), 360–369. https://doi.org/10.52403/IJRR.20210646 (2021).

    Google Scholar 

  7. Windle, G. What is resilience? A review and concept analysis. Rev. Clin. Gerontol. 21 (2), 152–169. https://doi.org/10.1017/S0959259810000420 (2011).

    Google Scholar 

  8. García-Crespo, F. J., Fernández-Alonso, R. & Muñiz, J. Academic resilience in European countries: the role of teachers, families, and student profiles. PLoS ONE. 16 (7), e0253409. https://doi.org/10.1371/journal.pone.0253409 (2021).

    Google Scholar 

  9. Organization for Economic Co-operation and Development [OECD]. PISA 2009 Results: Overcoming Social Background: Equity in Learning Opportunities and Outcomes (Volume II) (OECD Publishing, 2010). https://doi.org/10.3390/ijerph16162810.

  10. Huining phenomenon. In Baidu Baike. Retrieved January 20, 2024 (2024). https://baike.baidu.com/item/%E4%BC%9A%E5%AE%81%E7%8E%B0%E8%B1%A1/4673191.

  11. Wang, H. In a small county located in a remote mountainous area, over 1,500 people have obtained doctorate degrees. Lanzhou News Network. Retrieved January 20, 2025 (2022). https://www.lzbs.com.cn/zbxw/2022–03/31/content_4944754.htm.

  12. China News Service. How can the collapsed county rise with the loss of students and the poaching of teachers.China News Network. Retrieved January 20, 2025 (2022). https://www.chinanews.com.cn/sh/2022/02/23/9683707.shtml.

  13. Bronfenbrenner, U. The Ecology of Human Development: Experiments by Nature and Design (Harvard University Press, 1979). https://www.hup.harvard.edu/books/9780674224575.

  14. Jiang, T., Qian, H. F., Li, F. Q. & Wang, T. J. Typologies of secondary school student academic resilience in science with classroom and school context predictors. Int. J. Sci. Educ. 2024, 1–30. https://doi.org/10.1080/09500693.2024.2321471 (2024).

  15. Li, H. & Yeung, W. J. J. Academic resilience in rural Chinese children: individual and contextual influences. Soc. Indic. Res. 145, 703–717. https://doi.org/10.1007/s11205-017-1757-3 (2019).

    Google Scholar 

  16. Sun, W., Hu, X., Kidd, A. N., Li, Z. & Liu, C. Urban–rural differences in primary school resources in china: a case study of Yuncheng County. Int. J. Strategic Property Manage. 27 (2), 120–132. https://doi.org/10.3846/ijspm.2023.19142 (2023).

    Google Scholar 

  17. Luo, G., Zeng, S. & Baležentis, T. Multidimensional measurement and comparison of china’s educational inequality. Soc. Indic. Res. 163 (2), 857–874. https://doi.org/10.1007/s11205-022-02921-w (2022).

    Google Scholar 

  18. Bronfenbrenner, U. Developmental ecology through space and time: a future perspective. In Examining Lives in Context: Perspectives on the Ecology of Human Development (eds. Moen, P. et al.) 619–647 (American Psychological Association, 1995). https://doi.org/10.1037/10176-018.

  19. Bonfenbrenner, U. Interacting systems in human development. N. Bolger, N. Casp, A. Downwy y M. Moorehouse. (1986).

  20. Escalante Mateos, N., Goñi Palacios, E., Fernández-Zabala, A. & Antonio-Agirre, I. Internal structure, reliability and invariance across gender using the multidimensional school climate scale PACE–33. Int. J. Environ. Res. Public Health. 17 (13), 4800. https://doi.org/10.3390/ijerph17134800 (2020).

    Google Scholar 

  21. Teng, Y. The relationship between school climate and students’ mathematics achievement gaps in Shanghai china: evidence from PISA 2012. Asia Pac. J. Educ. 40 (3), 356–372. https://doi.org/10.1080/02188791.2019.1682516 (2019).

    Google Scholar 

  22. Aldridge, J. M. et al. Students’ perceptions of school climate as determinants of wellbeing, resilience and identity. Improving Schools. 19 (1), 5–26. https://doi.org/10.1177/1365480215612616 (2016).

    Google Scholar 

  23. Daily, S. M. et al. Using school climate to improve attendance and grades: understanding the importance of school satisfaction among middle and high school students. J. Sch. Health. 90 (9), 683–693. https://doi.org/10.1111/josh.12929 (2020).

    Google Scholar 

  24. Zou, H., Yao, J., Zhang, Y. & Huang, X. The influence of teachers’ intrinsic motivation on students’ intrinsic motivation: the mediating role of teachers’ motivating style and teacher-student relationships. Psychol. Sch. 61 (1), 272–286. https://doi.org/10.1002/pits.23050 (2024).

    Google Scholar 

  25. Lee, J. H. et al. Profiles of coping strategies in resilient adolescents. Psychol. Rep. 120 (1), 49–69. https://doi.org/10.1177/0033294116677947 (2017).

    Google Scholar 

  26. Mills, K. J. Black students’ perceptions of campus climates and the effect on academic resilience. J. Black Psychol. 47 (4–5), 354–383. https://doi.org/10.1177/00957984211001195 (2021).

    Google Scholar 

  27. Cassel, J. The contribution of the social environment to host resistance. Am. J. Epidemiol. 104 (2), 107–123. https://doi.org/10.1093/oxfordjournals.aje.a112281 (1976).

    Google Scholar 

  28. Cohen, S. & Wills, T. Stress, social support, and the buffering hypothesis. Psychol. Bull. 98 (2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310 (1985).

    Google Scholar 

  29. Hupcey, J. E. Clarifying the social support theory-research linkage. J. Adv. Nurs. 27 (6), 1231–1241. https://doi.org/10.1046/j.1365-2648.1998.01231.x (1998).

    Google Scholar 

  30. Phan, H. P., Ngu, B. H., Zhong, H. F., Usop, H. H. & Anding, P. N. The importance of social support: facilitating positive Well-Being experiences of elementary school students. Psychol. Sch. 62 (7), 2311–2338. https://doi.org/10.1002/pits.23469 (2025).

    Google Scholar 

  31. Eccles, J. S. & Roeser, R. W. Schools as developmental contexts during adolescence. J. Res. Adolescence. 21 (1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x (2011).

    Google Scholar 

  32. Otake, K., Shimai, S., Tanaka-Matsumi, J., Otsui, K. & Fredrickson, B. L. Happy people become happier through kindness: a counting kindnesses intervention. J. Happiness Stud. 7 (3), 361–375. https://doi.org/10.1007/s10902-005-3650-z (2006).

    Google Scholar 

  33. Tu, J. C. & Chu, K. H. AAnalyzing the relevance of peer relationship, learning motivation, and learning effectiveness—design students as an example. Sustainability 12 (10), 4061. https://doi.org/10.3390/su12104061 (2020).

    Google Scholar 

  34. Zucchetti, G., Candela, F., Sacconi, B. & Rabaglietti, E. Friendship quality and school achievement: a longitudinal analysis during primary school. J. Appl. School Psychol. 31 (4), 297–314. https://doi.org/10.1080/15377903.2015.1084963 (2015).

    Google Scholar 

  35. Véronneau, M. H. & Dishion, T. J. Middle school friendships and academic achievement in early adolescence: a longitudinal analysis. J. Early Adolescence. 31 (1), 99–124. https://doi.org/10.1177/0272431610384485 (2011).

    Google Scholar 

  36. Parker, J. G. & Asher, S. R. Friendship and friendship quality in middle childhood: links with peer group acceptance and feelings of loneliness and social dissatisfaction. Dev. Psychol. 29 (4), 611–621. https://doi.org/10.1037/0012-1649.29.4.611 (1993).

    Google Scholar 

  37. Fu, W., Zhu, Y., Wang, J. & Dong, H. Parent–child conflict and friendship quality of Chinese adolescence: the mediating role of resilience. Curr. Psychol. 42 (36), 32540–32551. https://doi.org/10.1007/s12144-022-04195-4 (2023).

    Google Scholar 

  38. Thien, L. M. & Razak, N. A. Academic coping, friendship quality, and student engagement associated with student quality of school life: a partial least square analysis. Soc. Indic. Res. 112, 679–708. https://doi.org/10.1007/s11205-012-0077-x (2013).

    Google Scholar 

  39. Dryburgh, N. S., Ponath, E., Bukowski, W. M. & Dirks, M. A. Associations between interpersonal behavior and friendship quality in childhood and adolescence: a meta-analysis. Child Dev. 93 (3), e332–e347. https://doi.org/10.1111/cdev.13728 (2022).

    Google Scholar 

  40. Espelage, D. L., Hong, J. S., Rao, M. A. & Low, S. Associations between peer victimization and academic performance. Theory into Pract. 52 (4), 233–240. https://doi.org/10.1080/00405841.2013.829724 (2013).

    Google Scholar 

  41. Saad, S. & Ali, S. Academic resilience in medical students: exploring students’ perception of social support provided by peers and teachers to help at-risk students for the successful academic journey. BMC Med. Educ. 25, 1. https://doi.org/10.1186/s12909-025-06858-9 (2025).

  42. Joët, G., Usher, E. L. & Bressoux, P. Sources of self-efficacy: an investigation of elementary school students in France. J. Educ. Psychol. 103 (3), 649. https://doi.org/10.1037/a0024048 (2011).

    Google Scholar 

  43. Kilday, J. E. & Ryan, A. M. Who do students ask for help with classwork? Sources of help and changes in help-seeking from peers during early adolescence. J. Early Adolescence. 43 (6), 746–783. https://doi.org/10.1177/02724316221124784 (2023).

    Google Scholar 

  44. Kibret, B. T. & Tareke, G. The contribution of instructor, peer and university support for promoting psychological well-being among students in the Amhara regional universities. Clin. Exp. Psychol. 3 (154), 15–17. https://doi.org/10.4172/2471-2701.1000154 (2017).

    Google Scholar 

  45. Bukowski, W. M., Newcomb, A. F. & Hartup, W. W. The Company They Keep: Friendships in Childhood and Adolescence (Cambridge University Press, 1998). https://doi.org/10.5860/choice.34-1227.

  46. Wang, C., Li, X. Y. & Lin, X. Y. Peer support as a buffer: reducing math anxiety through psychological resilience in left-behind rural students. Humanit. Social Sci. Commun. 12 (1), 1–10. https://doi.org/10.1057/s41599-025-05075-5 (2025).

    Google Scholar 

  47. Kim, B., Jee, S., Lee, J., An, S. & Lee, S. M. Relationships between social support and student burnout: a meta-analytic approach. Stress Health. 34 (1), 127–134. https://doi.org/10.1002/smi.2771 (2018).

    Google Scholar 

  48. Lakey, B. & Cohen, S. Social support theory and measurement. In Social Support Measurement and Intervention: A Guide for Health and Social Scientists, 2952 (2000). https://doi.org/10.1891/9780826164056.0006.

  49. Robinson, M., Raine, G., Robertson, S., Steen, M. & Day, R. Peer support as a resilience Building practice with men. J. Public. Mental Health. 14 (4), 196–204. https://doi.org/10.1108/jpmh-04-2015-0015 (2015).

    Google Scholar 

  50. Islam, G. Social identity theory. J. Personal. Soc. Psychol. 67 (1), 741–763. https://doi.org/10.1002/9781118430873.est0354 (2014).

    Google Scholar 

  51. Brown, R. Social identity theory: past achievements, current problems and future challenges. Eur. J. Soc. Psychol. 30 (6), 745–778 (2000).

  52. Ellemers, N. & Haslam, S. A. Social identity theory. Handb. Theor. Social Psychol. 2, 379–398. https://doi.org/10.5840/iabsproc19967101 (2012).

    Google Scholar 

  53. Cohen, J. Transforming school climate: educational and psychoanalytic perspectives: introduction. Schools 6 (1), 99–103. https://doi.org/10.1086/597659 (2009).

    Google Scholar 

  54. Cemalcilar, Z. Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Appl. Psychol. 59 (2), 243–272. https://doi.org/10.1111/j.1464-0597.2009.00389.x (2010).

    Google Scholar 

  55. Way, N. & Pahl, K. Individual and contextual predictors of perceived friendship quality among ethnic minority, low-income adolescents. J. Res. Adolescence. 11 (4), 325–349. https://doi.org/10.1111/1532-7795.00015 (2001).

    Google Scholar 

  56. Delgado, M. Y., Ettekal, A. V., Simpkins, S. D. & Schaefer, D. R. How do my friends matter? Examining Latino adolescents’ friendships, school belonging, and academic achievement. J. Youth Adolesc. 45 (6), 1110–1125. https://doi.org/10.1007/s10964-015-0341-x (2016).

    Google Scholar 

  57. Way, N. & Greene, M. L. Trajectories of perceived friendship quality during adolescence: the patterns and contextual predictors. J. Res. Adolescence. 16 (2), 293–320. https://doi.org/10.1111/j.1532-7795.2006.00133.x (2006).

    Google Scholar 

  58. Anderman, L. H. Academic and social perceptions as predictors of change in middle school students’ sense of school belonging. J. Exp. Educ. 72 (1), 5–22. https://doi.org/10.1080/00220970309600877 (2003).

    Google Scholar 

  59. Brechwald, W. A. & Prinstein, M. J. Beyond homophily: a decade of advances in Understanding peer influence processes. J. Res. Adolescence. 21 (1), 166–179. https://doi.org/10.1111/j.1532-7795.2010.00721.x (2011).

    Google Scholar 

  60. Gendron, B. P., Williams, K. R. & Guerra, N. G. An analysis of bullying among students within schools: estimating the effects of individual normative beliefs, self-esteem, and school climate. J. School Violence. 10 (2), 150–164. https://doi.org/10.1080/15388220.2010.539166 (2011).

    Google Scholar 

  61. Parsons, T. An analytical approach to the theory of social stratification. Am. J. Sociol. 45 (6), 841–862 (1940). https://www.journals.uchicago.edu/doi/abs/10.1086/218489.

    Google Scholar 

  62. Boyce, W. T. et al. Social stratification, classroom climate, and the behavioral adaptation of kindergarten children. Proc. Natl. Acad. Sci. 109 (supplement_2), 17168–17173. https://doi.org/10.1073/pnas.1201730109 (2012).

  63. Lamberty, G. et al. An integrative model for the study of developmental competencies in minority children. Child Dev. 67 (5), 1891–1914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x (1996).

    Google Scholar 

  64. DiMaggio, P. Cultural capital and school success: the impact of status culture participation on the grades of US high school students. Am. Sociol. Rev. 1982, 189–201. https://doi.org/10.2307/2094962 (1982).

  65. Berkowitz, R., Moore, H., Astor, R. A. & Benbenishty, R. A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Rev. Educ. Res. 87 (2), 425–469. https://doi.org/10.3102/0034654316669821 (2017).

    Google Scholar 

  66. Wang, M. T. & Degol, J. L. School climate: a review of the construct, measurement, and impact on student outcomes. Educ. Psychol. Rev. 28 (2), 315–352. https://doi.org/10.1007/s10648-015-9319-1 (2016).

    Google Scholar 

  67. Skinner, E. A. & Pitzer, J. R. Developmental dynamics of student engagement, coping, and everyday resilience. In Handbook of Research on Student Engagement 21–44 (Springer US, 2012). https://doi.org/10.1007/978-1-4614-2018-7_2.

    Google Scholar 

  68. Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M. & Bakker, A. B. Burnout and engagement in university students: a cross-national study. J. Cross-Cult. Psychol. 33 (5), 464–481. https://doi.org/10.1177/0022022102033005003 (2002).

    Google Scholar 

  69. Ramos, A. M., Lee, H. & Mabuan, R. A. Exploring the relationship among preservice teachers’ E-Learning Readiness, learning Engagement, and learning performance in hyflex learning environments. Int. Rev. Res. Open. Distrib. Learn. 26 (2), 89–110. https://doi.org/10.19173/irrodl.v26i2.8165 (2025).

    Google Scholar 

  70. Martin, A. J. et al. The role of engagement in immigrant students’ academic resilience. Learn. Instruction. 82, 101650. https://doi.org/10.1016/j.learninstruc.2022.101650 (2022).

    Google Scholar 

  71. Andersen, S. C., Humlum, M. K. & Nandrup, A. B. Increasing instruction time in school does increase learning. Proc. Natl. Acad. Sci. 113 (27), 7481–7484. https://doi.org/10.1073/pnas.151668611 (2016).

    Google Scholar 

  72. Jang, E., Seo, Y. S. & Brutt-Griffler, J. Building academic resilience in literacy: digital reading practices and motivational and cognitive engagement. Reading Res. Q. 58 (1), 160–176. https://doi.org/10.1002/rrq.486 (2023).

    Google Scholar 

  73. Dai, Y. The relationship between learning engagement and professional identity of preschool education undergraduate students: The mediating role of psychological resilience [Master’s thesis, Shaanxi Normal University] (2021).

  74. Luo, M. A study on learning engagement and its relationship with psychological resilience and positive emotions in military academy students [Master’s thesis, Hunan Normal University] (2011).

  75. Chen, M. A study on the relationship and intervention of learning engagement, gratitude, and psychological resilience among upper elementary school students [Master’s thesis, Chongqing Normal University] (2023).

  76. Brandisauskiene, A. et al. Sustainable school environment as a landscape for secondary school students’ engagement in learning. Sustainability 13 (21), 11714. https://doi.org/10.3390/su132111714 (2021).

    Google Scholar 

  77. Tidmarsh, G., Kinnafick, F. E. & Johnston, J. P. The role of the motivational climate in female engagement in secondary school physical education: a dual study investigation. Qual. Res. Sport Exercise Health 14 (1), 68–83. https://doi.org/10.1080/2159676X.2020.1862290 (2022).

    Google Scholar 

  78. Engels, M. C., et al. Behavioral engagement, peer status, and teacher–student relationships in adolescence: a longitudinal study on reciprocal influences. J. Youth Adolesc. 45 (6), 1192–1207 (2016).

  79. Lin, N. Social Capital: A Theory of Social Structure and Action (Cambridge University Press, 2002).

  80. Kucaba, K. & Monks, C. P. Peer relations and friendships in early childhood: the association with peer victimization. Aggressive Behav. 48 (4), 431–442. https://doi.org/10.1002/ab.22022 (2022).

    Google Scholar 

  81. Steenberghs, N. et al. Peer influences on (dis)engagement in early adolescence: the role of friendship, social status, and academic status. J. Youth Adolesc. 53 (4), 940–954. https://doi.org/10.1007/s10964-024-01953-4 (2024).

    Google Scholar 

  82. Bas, G. Understanding the role of positive classroom climate on student academic achievement through peer-social interactions and motivation to learn. Eur. J. Psychol. Educ. 40 (3), 85. https://doi.org/10.1007/s10212-025-00988-w (2025).

    Google Scholar 

  83. Dao, P. Effect of interaction strategy instruction on learner engagement in peer interaction. System 91, 102244. https://doi.org/10.1016/j.system.2020.102244 (2020).

    Google Scholar 

  84. Perret, L. C. et al. Perceived friend support buffers against symptoms of depression in peer victimized adolescents: evidence from a population-based cohort in South Korea. J. Affect. Disord. 291, 24–31. https://doi.org/10.1016/j.jad.2021.04.085 (2021).

    Google Scholar 

  85. Capone, V., Marino, L. & Park, M. S. A. Perceived employability, academic commitment, and competency of university students during the COVID–19 pandemic: an exploratory study of student well-being. Front. Psychol. 12, 788387. https://doi.org/10.3389/fpsyg.2021.788387 (2021).

    Google Scholar 

  86. Vogel, F. R. & Human-Vogel, S. Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. High. Educ. Res. Dev. 35 (6), 1298–1310. https://doi.org/10.1080/07294360.2016.1144574 (2016).

    Google Scholar 

  87. Sebanc, A. M., Guimond, A. B. & Lutgen, J. Transactional relationships between latinos’ friendship quality and academic achievement during the transition to middle school. J. Early Adolesc. 36 (1), 108–138. https://doi.org/10.1177/0272431614556347 (2016).

    Google Scholar 

  88. Hai, X. Every road leads to the distance: Linxia highway construction enters the fast lane. China Linxia Net. Retrieved December 11, 2025, from (2024). https://www.chinalxnet.com/2024/0223/41935.html.

  89. China Linxia Net. Jishishan County has a highway! People of all ethnic groups rejoice (2023). https://www.chinalxnet.com/2023/1115/37462.html.

  90. Jia, Y. et al. The influence of student perceptions of school climate on socioemotional and academic adjustment: a comparison of Chinese and American adolescents. Child Dev. 80 (5), 1514–1530. https://doi.org/10.1111/j.1467-8624.2009.01348.x (2009).

  91. Zhao, L., Fan, Z. & Tao, T. The relationship between class atmosphere and bullying behavior among junior high school students: based on multilevel structural equation model. Chin. J. Clin. Psychol. 31 (6), 1339–1345. https://doi.org/10.16128/j.cnki.1005-3611.2023.06.010 (2023).

    Google Scholar 

  92. Davis, K. Young people’s digital lives: the impact of interpersonal relationships and digital media use on adolescents’ sense of identity. Comput. Hum. Behav. 29 (6), 2281–2293. https://doi.org/10.1016/j.chb.2013.05.022 (2013).

    Google Scholar 

  93. Armsden, G. C. & Greenberg, M. T. The inventory of parent and peer attachment: individual differences and their relationship to psychological well-being in adolescence. J. Youth Adolesc. 16 (5), 427–454. https://doi.org/10.1007/BF02202939 (1987).

    Google Scholar 

  94. Fan, X. H. & Fang, X. Y. Reliability and validity of the Chinese version of friendship quality inventory. Chin. J. Clin. Psychol. 12 (2), 133–134. https://doi.org/10.3969/j.issn.1005-3611.2004.02.007 (2004).

    Google Scholar 

  95. Li, W. W. & Li, Y. A. The mediating effect of friendship quality between undergraduates’ personality traits and happiness. Psychol. Progress. 3 (6), 361–365. https://doi.org/10.12677/AP.2013.36054 (2013).

    Google Scholar 

  96. Davis, K. Young people’s digital lives: the impact of interpersonal relationships and digital media use on adolescents’ sense of identity. Comput. Hum. Behav. 29 (6), 2281–2296. https://doi.org/10.1016/j.chb.2013.05.022 (2013).

    Google Scholar 

  97. Schaufeli, W. B., Martínez, I. M., Marques Pinto, A., Salanova, M. & Bakker, A. B. Burnout and engagement in university students: a cross-national study. J. Cross-Cult. Psychol. 33 (5), 464–481. https://doi.org/10.1177/0022022102033005003 (2002).

    Google Scholar 

  98. Xuhui, B., Jie, H., Na, L., Jianjun, L. & Yahong, L. The influence of proactive personality on learning engagement: the chain mediating effect of perceived social support and positive emotions. Stud. Psychol. Behav. 20 (4), 508–514. https://doi.org/10.12139/j.1672-0628.2022.04.011 (2022).

    Google Scholar 

  99. Clark, K. N. & Malecki, C. K. Academic grit scale: psychometric properties and associations with achievement and life satisfaction. J. Sch. Psychol. 72, 49–66. https://doi.org/10.1016/j.jsp.2018.12.001 (2019).

    Google Scholar 

  100. Lin, R. et al. Academic grit scale for Chinese middle- and upper-grade primary school students: testing its factor structure and measurement invariance. BMC Psychol. https://doi.org/10.1186/s40359-024-01622-y (2024).

    Google Scholar 

  101. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y. & Podsakoff, N. P. Common method biases in behavioral research: a critical review of the literature and recommended remedies. J. Appl. Psychol. 88 (5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879 (2003).

    Google Scholar 

  102. Wen, Z. & Ye, B. Different methods for testing moderated mediation models: competitors or backups? Acta Physiol. Sin. 46 (5), 71–726 (2014). https://psycnet.apa.org/record/2014-25118-013

    Google Scholar 

  103. Gottron, D., Williams, P. & Jiang, M. Hope mediates the relationship between childhood adversity and academic resilience among Appalachian young adults. Terrorism Political Resil. 14 (1), 49–72. https://doi.org/10.3776/tpre.2024.v14n1p (2024).

    Google Scholar 

  104. Raine, K. E. Dynamic social ecologies of students’ motivational resilience: the complex relationship between family, teacher, and peer support, and students’ academic coping and reengagement. Dissertations and Theses. Paper 6693 (2024). https://doi.org/10.15760/etd.3818.

  105. Parker, J. G. & Asher, S. R. Friendship and friendship quality in middle childhood:links with peer group acceptance and feelings of loneliness and social dissatisfaction. Dev. Psychol. 29, 611–621. https://doi.org/10.1037/0012-1649.29.4.611 (1993).

    Google Scholar 

  106. Ding, Q., Chen, B., Li, X., Li, M. & Zhang, Y. Does harsh parenting cultivate filial piety? The impact of harsh parenting on adolescents’ filial piety behavior. Chin. J. Clin. Psychol. 31 (3), 693–698. https://doi.org/10.16128/j.cnki.1005-3611.2023.03.036 (2023). http://dx.chinadoi.cn/

    Google Scholar 

  107. Lwesya, I. E., Ntayi, M. W. & Nsereko, J. Teacher support and students’ academic resilience in universal secondary education schools in Luwero district, Uganda. Interdiscipl. J. Educ. 7, 2. https://doi.org/10.53449/ije.v7i2.364 (2024).

  108. Abbey, C. et al. Internal capabilities and external resources of academically resilient students in rural China. Adversity Resil. Sci. 3 (4), 347–364. https://doi.org/10.1007/s42844-022-00073-x (2022).

    Google Scholar 

  109. Fu, L., Zhang, Z., Yang, Y. & McMillen, J. C. Acceptability and preliminary impact of a school-based SEL program for rural children in china: a quasi-experimental study. Child. Youth Serv. Rev. 160, 107579. https://doi.org/10.1016/j.childyouth.2024.107579 (2024).

    Google Scholar 

  110. Huang, J. & Du, P. Rural aesthetic education and intangible cultural heritage dance: The campus aesthetic education path of artistic rural construction. Beijing Wudao Xueyuan Xuebao 2021, 4 (2021).

  111. Shao, Y. & Kang, S. The association between peer relationship and learning engagement among adolescents: the chain mediating roles of self-efficacy and academic resilience. Front. Psychol. 13, 938756. https://doi.org/10.3389/fpsyg.2022.938756 (2022).

    Google Scholar 

  112. Wang, C., Xiao, A. & Yu, H. Birds of a feather flock together, but black can be even darker when close to black: a study of asymmetric peer effects in education. J. Educ. 18 (5), 156–171. https://doi.org/10.14082/j.cnki.1673-1298.2022.05.014 (2022).

    Google Scholar 

  113. Bietenbeck, J. Do motivated classmates matter for educational success? Econ. J. 135 (665), 36. https://doi.org/10.1093/ej/ueae060 (2025).

    Google Scholar 

  114. Niobe, M., Way, N., Kerstin, P. & Pahl, K. Individual and contextual predictors of perceived friendship quality among ethnic minority, low-income adolescents. J. Res. Adolescence. 11 (4), 325–349. https://doi.org/10.1111/1532-7795.00015 (2003).

    Google Scholar 

  115. Permatasari, N., Ashari, F. R. & Ismail, N. Contribution of perceived social support (peer, family, and teacher) to academic resilience during COVID–19. Gold. Ratio Social Sci. Educ. 1 (1), 1–15. https://doi.org/10.52970/grsse.v1i1.94 (2021).

    Google Scholar 

  116. Shao, Y. & Kang, S. The association between peer relationship and learning engagement among adolescents: the chain mediating roles of self-efficacy and academic resilience. Front. Psychol. 13, 938758. https://doi.org/10.3389/fpsyg.2022.938756 (2022).

    Google Scholar 

  117. Zhang, H. The poverty trap of education: education–poverty connections in Western China. Int. J. Educ. Dev. 38, 47–58. https://doi.org/10.1016/j.ijedudev.2014.05.003 (2014).

    Google Scholar 

  118. Brown, P. H. Parental education and investment in children’s human capital in rural China. Econ. Dev. Cult. Change. 54 (4), 759–789 (2006). https://www.journals.uchicago.edu/doi/abs/10.1086/503582.

    Google Scholar 

  119. Tao, Z. Spatial division and governance: the practical logic of rural human settlements governance. Quest 6, 43–100. https://doi.org/10.16059/j.cnki.cn43-1008/c.2024.06.009 (2024).

    Google Scholar 

  120. Marsh, H. & Kleitman, S. Extracurricular school activities: the good, the bad, and the nonlinear. Harv. Educ. Rev. 72 (4), 464–515. https://doi.org/10.17763/haer.72.4.051388703v7v7736 (2002).

    Google Scholar 

  121. Wang, M. T. & Fredricks, J. A. The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Dev. 85 (2), 722–737. https://doi.org/10.1111/cdev.12138 (2014).

    Google Scholar 

  122. Kim, S. W. Left-behind children: teachers’ perceptions of family-school relations in rural China. Compare: J. Comp. Int. Educ. 49 (4), 584–601. https://doi.org/10.1080/03057925.2018.1438885 (2019).

    Google Scholar 

  123. da Fonseca, I. B., Santos, G. & Santos, M. A. School engagement, school climate and youth externalizing behaviors: direct and indirect effects of parenting practices. Curr. Psychol. 43 (4), 3029–3046. https://doi.org/10.1007/s12144-023-04567-4 (2024).

    Google Scholar 

  124. Lee, M. & Ha, G. The role of peer relationships among elementary school students: focusing on the mediation effects of grit depending on teacher-student relationships. Curr. Psychol. 42 (22), 18463–18472. https://doi.org/10.1007/s12144-022-03359-6 (2023).

    Google Scholar 

  125. Chan, S. M. Aggressive behaviour in early elementary school children: relations to authoritarian parenting, children’s negative emotionality and co** strategies. Early Child. Dev. Care. 180 (9), 1253–1269. https://doi.org/10.1080/03004430902981447 (2010).

    Google Scholar 

  126. Brown, L. & Iyengar, S. Parenting styles: the impact on student achievement. In Family Factors Educational success. Child. 11–35 (2014). https://doi.org/10.1080/01494920802010140.

  127. Danby, S., Thompson, C., Theobald, M. & Thorpe, K. Children’s strategies for making friends when starting school. Australasian J. Early Child. 37 (2), 63–71. https://doi.org/10.1177/183693911203700210 (2012).

    Google Scholar 

  128. Jiang, X., Huebner, E. S. & Siddall, J. A Short-Term longitudinal study of differential sources of School-Related social support and adolescents’ school satisfaction. Soc. Indic. Res. 114 (3), 1073–1086. https://doi.org/10.1007/s11205-012-0190-x (2013).

    Google Scholar 

  129. Brendgen, M., Lamarche, V., Wanner, B. & Vitaro, F. Links between friendship relations and early adolescents’ trajectories of depressed mood. Dev. Psychol. 46 (2), 491. https://doi.org/10.1037/a0017413 (2010).

    Google Scholar 

  130. Hanushek, E. A., Kain, J. F., Markman, J. M. & Rivkin, S. G. Does peer ability affect student achievement? J. Appl. Econom. 18 (5), 527–544. https://doi.org/10.1002/jae.741 (2003).

    Google Scholar 

  131. Li, G., Li, Z., Wu, X. & Zhen, R. Relations between class competition and primary school students’ academic achievement: learning anxiety and learning engagement as mediators. Front. Psychol. 2022, 13. https://doi.org/10.3389/fpsyg.2022.775213 (2022).

  132. Liu, C., Zhang, L., Luo, R., Rozelle, S. & Loyalka, P. The effect of primary school mergers on academic performance of students in rural China. Int. J. Educ. Dev. 30 (6), 570–585. https://doi.org/10.1016/j.ijedudev.2010.05.003 (2010).

    Google Scholar 

  133. Zaatari, W. E. & Maalouf, I. How the Bronfenbrenner bio-ecological system theory explains the development of students’ sense of belonging to school? SAGE Open. 12, 4. https://doi.org/10.1177/21582440221134089 (2022).

  134. Chan, R. C. & Lam, M. S. The relationship between perceived school climate, academic engagement, and emotional competence among Chinese students: the moderating role of collectivism. Learn. Individ. Differ. 106, 102337. https://doi.org/10.1016/j.lindif.2023.102337 (2023).

    Google Scholar 

  135. Thapa, A., Cohen, J., Guffey, S. & Higgins-D’Alessandro, A. A review of school climate research. Rev. Educ. Res. 83 (3), 357–385. https://doi.org/10.3102/0034654313483907 (2013).

    Google Scholar 

Download references

Funding

This study was supported by the 2025 Youth Foundation Project for Humanities and Social Sciences Research of the Ministry of Education, China (Project Approval No. 25YJC880028), entitled “Research on the School-Family-Community Collaborative Support Mechanism for the Academic Resilience of Rural Left-Behind Children”.

Author information

Authors and Affiliations

  1. Research Center for Education Development of Northwest Ethnic Minorities , Northwest Normal University, Lanzhou, People’s Republic of China

    Liping Guo

  2. College of Education Science , Northwest Normal University, Lanzhou, People’s Republic of China

    Liping Guo, Jingchen Hu, Dongyu Xie, Ziyi Liu, Xiuwen Xi, Yuxuan Yang & Lili Luo

Authors
  1. Liping Guo
    View author publications

    Search author on:PubMed Google Scholar

  2. Jingchen Hu
    View author publications

    Search author on:PubMed Google Scholar

  3. Dongyu Xie
    View author publications

    Search author on:PubMed Google Scholar

  4. Ziyi Liu
    View author publications

    Search author on:PubMed Google Scholar

  5. Xiuwen Xi
    View author publications

    Search author on:PubMed Google Scholar

  6. Yuxuan Yang
    View author publications

    Search author on:PubMed Google Scholar

  7. Lili Luo
    View author publications

    Search author on:PubMed Google Scholar

Contributions

Liping Guo spearheaded this research, overseeing conceptualization, methodology, project administration, funding acquisition, and manuscript review. Jingchen Hu assisted with data curation, formal analysis, and drafting. The research concept was a collaborative effort involving Liping Guo, Jingchen Hu, Dongyu Xie, Ziyi Liu, Xiuwen Xi, Yuxuan Yang, and Lili Luo. Field investigation was carried out by Liping Guo, Jingchen Hu, Dongyu Xie, Ziyi Liu, and Xiuwen Xi. The original manuscript was drafted by all seven authors, with final editing handled by Liping Guo.

Corresponding author

Correspondence to Jingchen Hu.

Ethics declarations

Competing interests

The authors declare no competing interests.

Ethics approval and consent to participate

This study received ethical approval from the Research Ethics Committee of the College of Education Science, Northwest Normal University (Approval No. 2024 − 1030). Prior to participation, written informed consent was obtained from all subjects and their parents. Participants were thoroughly informed about the research’s purpose, methodology, and their rights, including the right to withdraw from the study at any time without penalty.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Guo, L., Hu, J., Xie, D. et al. The chain mediating effect of friendship quality and learning engagement on school climate and primary school students’ academic resilience. Sci Rep (2026). https://doi.org/10.1038/s41598-026-38205-3

Download citation

  • Received: 23 September 2025

  • Accepted: 29 January 2026

  • Published: 12 February 2026

  • DOI: https://doi.org/10.1038/s41598-026-38205-3

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Keywords

  • School climate
  • Academic resilience
  • Friendship quality
  • Learning engagement
Download PDF

Advertisement

Explore content

  • Research articles
  • News & Comment
  • Collections
  • Subjects
  • Follow us on Facebook
  • Follow us on X
  • Sign up for alerts
  • RSS feed

About the journal

  • About Scientific Reports
  • Contact
  • Journal policies
  • Guide to referees
  • Calls for Papers
  • Editor's Choice
  • Journal highlights
  • Open Access Fees and Funding

Publish with us

  • For authors
  • Language editing services
  • Open access funding
  • Submit manuscript

Search

Advanced search

Quick links

  • Explore articles by subject
  • Find a job
  • Guide to authors
  • Editorial policies

Scientific Reports (Sci Rep)

ISSN 2045-2322 (online)

nature.com sitemap

About Nature Portfolio

  • About us
  • Press releases
  • Press office
  • Contact us

Discover content

  • Journals A-Z
  • Articles by subject
  • protocols.io
  • Nature Index

Publishing policies

  • Nature portfolio policies
  • Open access

Author & Researcher services

  • Reprints & permissions
  • Research data
  • Language editing
  • Scientific editing
  • Nature Masterclasses
  • Research Solutions

Libraries & institutions

  • Librarian service & tools
  • Librarian portal
  • Open research
  • Recommend to library

Advertising & partnerships

  • Advertising
  • Partnerships & Services
  • Media kits
  • Branded content

Professional development

  • Nature Awards
  • Nature Careers
  • Nature Conferences

Regional websites

  • Nature Africa
  • Nature China
  • Nature India
  • Nature Japan
  • Nature Middle East
  • Privacy Policy
  • Use of cookies
  • Legal notice
  • Accessibility statement
  • Terms & Conditions
  • Your US state privacy rights
Springer Nature

© 2026 Springer Nature Limited

Nature Briefing

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Get the most important science stories of the day, free in your inbox. Sign up for Nature Briefing