Li Tianyu, Wang Zhe
Department of Human Development and Family Sciences, Texas Tech University, Lubbock, TX, USA.
J Appl Dev Psychol. 2022 Jan-Feb;78. doi: 10.1016/j.appdev.2021.101357. Epub 2021 Nov 18.
We examined the between-person and within-person associations between peer acceptance and academic achievement in early elementary school years. Drawing on a sample of 784 academically at-risk students, the random intercept cross-lagged panel model was implemented to disaggregate the between- and within-person associations between peer acceptance and academic achievement from Grades 1 to 3. Academic achievement was measured using standardized achievement tests and teacher reports. Peer acceptance was measured using sociometric ratings. Positive associations between peer acceptance and academic achievement were found at the between-person level. At the within-person level, peer acceptance was not associated with standardized achievement test scores, and it was negatively predicted by teacher-reported academic achievement. These findings reveal the heterogeneous associations between peer relation and academic achievement at different levels of analyses and highlight the importance of disaggregating the between- and within-person associations for a better understanding of the nature of this developmental relation.
我们研究了小学低年级阶段同伴接纳与学业成就之间的个体间和个体内关联。以784名学业有风险的学生为样本，采用随机截距交叉滞后面板模型，以区分1至3年级同伴接纳与学业成就之间的个体间和个体内关联。学业成就通过标准化成就测试和教师报告来衡量。同伴接纳通过社会测量评级来衡量。在个体间层面发现同伴接纳与学业成就之间存在正相关。在个体内层面，同伴接纳与标准化成就测试分数无关，且教师报告的学业成就对其有负向预测作用。这些发现揭示了在不同分析层面上同伴关系与学业成就之间的异质性关联，并强调了区分个体间和个体内关联对于更好理解这种发展关系本质的重要性。
