Department of Psychology, Renmin University of China, Beijing, China.
Department of Education, University of California, Los Angeles, Los Angeles, CA, USA.
J Youth Adolesc. 2020 May;49(5):1030-1042. doi: 10.1007/s10964-019-01189-7. Epub 2020 Jan 2.
Ethnic differences in peer reactions to academic achievement during adolescence has been a widely discussed but controversial issue in developmental and education research. Do peers respond positively or negatively to classmates of different ethnic groups who get good grades in school? The current study addressed this question by examining the linkage between academic achievement and friendship nominations received in an ethnically diverse sample of 4501 sixth grade students (M = 11.3 years; 51% female; 41.3% Latino, 25.1% White, 19.3% Asian, and 14.3% Black). The results of mediated moderation analyses showed that for Asians and Whites, higher academic achievement was associated with more same-ethnic friendships, whereas for Blacks and Latinos, higher academic achievement was associated with more cross-ethnic friendships. In addition, ethnic differences in the linkage between academic achievement and friendships were partly explained by classroom ethnic composition. Implications for promoting friendships of high achieving students both within and across ethnic boundaries were discussed.
青少年时期同伴对学业成就的反应存在种族差异，这是发展和教育研究中一个备受讨论但颇具争议的问题。同伴对在学校成绩优异的不同种族群体的同学会做出积极还是消极的反应？本研究通过考察在一个种族多样化的 4501 名六年级学生样本（M=11.3 岁；51%为女性；41.3%为拉丁裔，25.1%为白种人，19.3%为亚洲人，14.3%为黑人）中，学业成绩与获得的友谊提名之间的联系，解决了这个问题。中介调节分析的结果表明，对于亚裔和白人而言，较高的学业成绩与更多同种族的友谊相关，而对于黑人和拉丁裔而言，较高的学业成绩与更多跨种族的友谊相关。此外，学业成绩与友谊之间的联系在种族差异上部分可以通过课堂的种族构成来解释。讨论了促进学业成绩优异的学生在种族内部和跨种族之间建立友谊的意义。
