The Effects of Friendship Quality, Motivation, and Emotion Regulation on Early Adolescents’ School Engagement

The present study explored whether quality peer relationships can serve as a “boost” function and moderate associations between self-regulation and motivation on cognitive engagement. One hundred-one 5th-graders of diverse backgrounds completed computer-based questionnaires. Hierarchical regression analyses revealed mastery goal orientation, reappraisal, and friendship quality were significant predictors of cognitive engagement.