Abstract
In order to explore the influence of interpersonal relationship on primary school students' learning engagement, this study examined the mediating role of self-affirmation. The sample was taken from a part of grade 4-6 students (n=596) in a super primary school in Yunnan Province, using the questionnaire survey method. The results show that self-affirmation has an independent intermediary between parent-child relationship, teacher-student relationship, peer relationship and primary school students' learning engagement, respectively. In the specific interpersonal relationship mediation path, teacher-student relationship and peer relationship are greater than parent-child relationship, and peer relationship is greater than teacher-student relationship. Interpersonal relationship may promote the development of individual internal resources, and then affect their learning engagement.
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