中学时期的友谊与青少年早期的学业成就：一项纵向分析
Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis.
作者信息
Véronneau Marie-Hélène, Dishion Thomas J
机构信息
University of Oregon.
出版信息
J Early Adolesc. 2011 Feb 1;31(1):99-124. doi: 10.1177/0272431610384485.
Abstract
Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends' characteristics on change in academic achievement from Grade 6 through 8, and the role of students' own characteristics as moderators of this relationship. The sample included 1,278 participants (698 girls). Linear regressions suggest that students with academically engaged friends may achieve to levels higher than expected in Grade 8. However, when considering the significant, negative influence of friends' problem behavior, the role of friend's school engagement became nonsignificant. Low-achieving girls who had high-achieving friends in Grade 6 had lower academic achievement than expected by Grade 8. In contrast, high-achieving girls seemed to benefit from having high-achieving friends. Implications for theory and prevention efforts targeting young adolescents are discussed.
摘要
青春期早期是维持学业成绩的关键过渡阶段。学校系统常常未能考虑到的一个因素是朋友对中学阶段学业成绩的影响。本研究调查了朋友的特征对六年级至八年级学业成绩变化的影响，以及学生自身特征作为这种关系调节因素的作用。样本包括1278名参与者（698名女生）。线性回归表明，拥有学业投入型朋友的学生在八年级时可能取得高于预期水平的成绩。然而，考虑到朋友问题行为的显著负面影响时，朋友的学校参与度的作用就变得不显著了。六年级时有成绩优异朋友的成绩较差的女生在八年级时的学业成绩低于预期。相比之下，成绩优异的女生似乎从拥有成绩优异的朋友中受益。文中讨论了针对青少年的理论和预防措施的意义。
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