Although both teacher-student relationship (TSR) and peer relationship (PR) have been found important for the development of students’ classroom engagement, little research has been done regarding the joint operations of these two factors. Guided by a developmental systems framework, this study examined longitudinal between-person and within-person associations between TSR/ PR and classroom engagement in a sample of 784 low-achieving students in the first three years of elementary school. A multidimensional approach was used to distinguish positive and negative dimensions of TSR, as well as peer liking and disliking. At the between-person level, results showed that students’ classroom engagement was positively predicted by positive TSR and PR liking and was negatively predicted by negative TSR and PR disliking. Both positive and negative TSR interacted with PR disliking at the between-person level, such that the associations between positive/negative TSR and classroom engagement were stronger for students with lower levels of PR disliking. At the within-person level, changes in classroom engagement were associated with contemporaneous year-to-year changes in positive/negative TSR and PR disliking. No within-person level interaction effects were found. Cross-level interaction showed that the effects of within-person negative TSR on classroom engagement were stronger for students with lower overall levels of PR disliking. Findings highlighted the importance of using a multilevel multidimensional approach to understand the joint operations of TSR and PR in the development of classroom engagement in low-achieving students in early elementary school.

尽管师生关系（TSR）和同伴关系（PR）都被认为对于学生课堂参与度的发展很重要，但关于这两个因素的联合作用的研究却很少。在发展系统框架的指导下，本研究以 784 名小学前三年成绩不佳的学生为样本，考察了 TSR/PR 与课堂参与之间的纵向人际和人内关联。采用多维方法来区分 TSR 的积极和消极维度，以及同行的喜欢和不喜欢。在人与人之间的层面上，结果表明，学生的课堂参与度可以通过积极的 TSR 和 PR 喜好来正向预测，而通过消极的 TSR 和 PR 厌恶来消极预测。积极和消极的 TSR 都与人与人之间的公关厌恶相互作用，因此对于公关厌恶程度较低的学生来说，积极/消极的 TSR 与课堂参与度之间的关联更强。在个人内部层面，课堂参与度的变化与积极/消极 TSR 和公关厌恶度的同期变化相关。没有发现人内层面的互动效应。跨级别互动表明，对于总体公关厌恶程度较低的学生来说，内部负面 TSR 对课堂参与度的影响更大。研究结果强调了使用多层次多维方法来理解 TSR 和 PR 在小学早期成绩不佳学生课堂参与发展中的联合运作的重要性。