The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
The Peer Group as a Context: Mediating and Moderating Effects on Relations Between Academic Achievement and Social Functioning in Chinese Children
Abstract
The purpose of the study was to examine, in a large sample of Chinese children and adolescents at 9, 13, and 16 years of age, the contextual effects of the peer group on relations between academic achievement and social functioning. Data on informal peer groups, social functioning and academic achievement were collected from multiple sources. It was found that peer groups were highly homogenous on academic achievement. Hierarchical linear modeling analysis revealed that academic achievement and social adjustment were associated at both the within-group individual level and the group level. Moreover, group academic performance moderated the relations between academic achievement and social adjustment such as peer acceptance, social competence, and leadership, suggesting that individual-level relations might be enhanced or exacerbated by group academic norms.
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Citations
Cites
Peer Interactions, Relationships, and Groups
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0310 · Cited by 2,755
Where is the child's environment? A group socialization theory of development.
Harris, J. R. (1995) · Psychological Review · doi:10.1037/0033-295x.102.3.458 · Cited by 1,885
Cited by
Peer Interactions, Relationships, and Groups
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0310 · Cited by 2,755
Kindermann, T. A. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01060.x · Cited by 449
Cantin, S., & Boivin, M. (2004) · International Journal of Behavioral Development · doi:10.1080/01650250444000289 · Cited by 144
Zhang, Y., Qin, X., & Ren, P. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.08.018 · Cited by 126
Lyon, A. R., & Cotler, S. (2007) · Psychology in the Schools · doi:10.1002/pits.20247 · Cited by 91
Metadata
- Authors
- Chen, X., Chang, L., & He, Y.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-05-01
- Volume
- 74
- Issue
- 3
- Pages
- 710-727
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1975875439
- Cited by
- 212
- References
- 2
- FWCI
- 7.68
- Type
- journal article
- Language
- en
- Open access
- closed
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- Chen, X., Chang, L., & He, Y. (2003). The Peer Group as a Context: Mediating and Moderating Effects on Relations Between Academic Achievement and Social Functioning in Chinese Children. Child Development. https://doi.org/10.1111/1467-8624.00564
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
