AI Insight
This study of 6,742 Chinese students in Suzhou found that perceived quality of relationships with parents, teachers, and peers, along with sense of school belonging, significantly predict student well-being, collectively explaining 44.8% of variance. Primary school students reported better relationships with parents and peers, higher well-being, and stronger school belonging than secondary students, though they perceived less positive teacher relationships. School belonging partially mediates the relationship between perceived interpersonal relationships and well-being, meaning it serves as a key mechanism through which positive relationships translate into better student outcomes.
Why it matters
The findings provide evidence-based guidance for educators and parents to enhance student well-being by fostering positive relationships and strengthening sense of belonging, particularly during the transition to secondary school. Understanding these mechanisms can inform targeted interventions to support student mental health and academic development in Chinese educational settings.
Understand the Science
ObjectivesStudents’ well-being is a critical indicator of their academic performance, pro-social behavior, and future development. Students’ perceived relationships with parents, teachers, and peers, along with their sense of school belonging, are significantly associated with their well-being. This study aimed to examine whether students’ sense of school belonging mediates the relationship between perceived parent–teacher–student relationship and well-being. The study also explored whether there were differences between primary and secondary school students on the main dimensions.MethodsData were obtained from the Organisation for Economic Co-operation and Development Survey on Social and Emotional Skills, which included responses from 6,742 students in Suzhou, China (3,508 Grade 4 and 3,234 Grade 10 students). A t-test was used to determine whether any differences existed in the five dimensions between students in Grades 4 and 10. Correlation and regression analyses were used to analyze the relationship between different variables. Structural equation modeling with a bootstrap resampling procedure was employed to test the mediation model.ResultsThe findings showed that primary school students reported positive relationships with parents and peers, greater overall well-being, and a stronger sense of school belonging than secondary school students. However, they reported less positive relationships with their teachers. After controlling for other variables, the findings indicated that students’ perceived parent–teacher–student relationships and sense of school belonging were positively and significantly related with students’ well-being. These four dimensions collectively explain 44.8% of the variation in the differences in students’ sense of well-being. The results of the bootstrap mediation analysis showed that students’ sense of school belonging significantly partially mediated the relationship between perceived parent-teacher-student relationships and well-being.ConclusionWell-being serves as an important indicator that is positively associated with students’ current learning and development and may be relevant to their future success. This study provides empirical evidence that a sense of school belonging serves as a key mediating mechanism through which perceived parent-teacher-student relationships translate into students’ well-being, extending the application of belongingness theory and self-determination theory within the Chinese educational context. It is imperative for school authorities, teachers, and parents to create a learning environment that promotes students’ aspirations, well-being, and academic development.