Department of Psychology, California State University, Sacramento, 6000 J Street, Sacramento, CA, 95819, USA.
Department of Psychology, REACH Institute, Arizona State University, 900 S. McAllister Ave., Tempe, AZ, 85287, USA.
J Youth Adolesc. 2018 Jun;47(6):1208-1220. doi: 10.1007/s10964-018-0817-6. Epub 2018 Feb 16.
Participating in school-based activities is linked to positive academic engagement and achievement, but less is known about how peer relationships within activities affect these outcomes. The current study examined friends in extracurricular activities as a predictor of academic outcomes in multiethnic middle schools in California. Specifically, the mediating role of school belonging, and interactions by ethnicity and type of activity, were examined in a sample including African American or Black, East or Southeast Asian, White, and Latino youth in extracurricular activities (N = 2268; M = 13.36 in eighth grade; 54% female). The results of multilevel mediational models suggested that school belonging mediated the link between friends in activities and academic outcomes, and these findings replicated across groups based on ethnicity and the type of activity in which one was involved in general. These results are discussed in terms of how activities can be structured to promote positive peer relations in ways that are linked with academic engagement and achievement.
参与学校活动与积极的学业参与和成就有关，但对于活动中同伴关系如何影响这些结果知之甚少。本研究考察了课外活动中的朋友作为加利福尼亚州多民族中学学业成绩的预测因素。具体来说，在一个包括非裔美国或黑人、东亚或东南亚、白人和拉丁裔青年的课外活动样本中（N=2268；八年级平均年龄为 13.36；女性占 54%），考察了学校归属感以及种族和活动类型的交互作用的中介作用。多层次中介模型的结果表明，学校归属感中介了活动中的朋友与学业成绩之间的联系，这些发现基于种族和参与活动的类型在总体上在群体中得到了复制。这些结果讨论了如何以与学业参与和成就相关的方式构建活动，以促进积极的同伴关系。
