Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes
Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes
复制标题
DOI：
10.1016/j.appdev.2010.09.001
复制
发表时间：
2010-11-01
影响因子：
3
通讯作者：
Kwok, Oi-Man
中科院分区：
文献类型：
--
作者：
Chen, Qi;Hughes, Jan N.;Kwok, Oi-Man
本研究以543名成绩相对较差的小学一年级学生为研究对象，探讨了同伴关系两个维度与学业适应的纵向关系。潜变量结构方程模型被用来测试一个四阶段的模型，假定间接影响的同行接受和同行学术声誉（PAR）在第二年评估的学业成绩在第五年，通过影响的同行关系变量在第三年感知的学术能力和努力参与在第四年。正如预期的那样，PAR对敬业度的影响部分由感知的学术能力介导，而感知的学术能力对成就的影响部分由敬业度介导。在PAR的背景下，同侪接受没有贡献的中介变量或成就。研究结果提供了一个更清晰的理解早期的同伴关系影响并发和未来的学校相关的结果的过程。对教育实践和未来研究的影响进行了讨论。爱思唯尔公司出版
The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. Published by Elsevier Inc.