The Role of Teacher-Student Relationship and Academic Self-Efficacy in Enhancing Elementary School Student Learning Engagement in Cirebon

Abstract:Learning engagement is A crucial element related to Students' academic achievement in elementary school. The purpose of this study is to examine the impact of proactive personality, Academic self-assurance and relationships between teachers and students on learning engagement through a serial mediation model. A quantitative approach was used by involving 240 respondents consisting of fourth- and fifth-grade students and classroom educators. Information was gathered using standardized surveys and examined using structural equation modeling (SEM) and descriptive statistics. with a bootstrap technique of 5,000 resamples. The analysis's findings demonstrate that learning engagement is not much impacted by proactive personality. Furthermore, Academic self-efficacy and teacher-student relationships were not proven to function as mediators, either partially or in the serial mediation model. All tested paths did not show statistical significance, so the proposed model was not supported by the empirical data. These findings indicate that learning engagement is likely influenced by other factors outside the variables tested; therefore, a more comprehensive model needs to be developed in future research.