Liu Mengting, Chen Xinyin, Fu Rui, Li Dan, Liu Junsheng
Human Development-Quantitative Methods Division.
Children's Hospital of Philadelphia.
Dev Psychol. 2023 Jan;59(1):57-68. doi: 10.1037/dev0001449. Epub 2022 Sep 1.
The primary purpose of the present study was to examine the contributions of social, academic, and psychological characteristics of peer groups to individual development in the same and different domains in Chinese children. Participants included 1,864 elementary school students (945 boys, = 11 years) in China. One-year longitudinal data on social competence, academic functioning, and psychological problems were obtained from peer nominations, teacher ratings, school records, and self-reports. Multilevel structural equation modeling analysis showed that group-level social competence, academic performance, and psychological problems had significant same-domain effects on later individual outcomes. Moreover, group-level social competence had a positive cross-domain effect on later individual academic performance and a negative cross-domain effect on later individual psychological problems. Group academic performance had a positive cross-domain effect on later individual social competence, and group psychological problems had a negative cross-domain effect on later individual social competence. The results suggest that affiliation with peer groups, particularly socially competent groups, may have pervasive implications for children's performance and adjustment from a developmental perspective. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
本研究的主要目的是考察同伴群体的社会、学业和心理特征对中国儿童在相同和不同领域个体发展的贡献。研究参与者包括中国的1864名小学生（945名男生，平均年龄 = 11岁）。通过同伴提名、教师评价、学校记录和自我报告获得了关于社会能力、学业表现和心理问题的一年纵向数据。多层次结构方程模型分析表明，群体层面的社会能力、学业成绩和心理问题对后期个体结果具有显著的同领域效应。此外，群体层面的社会能力对后期个体学业成绩有正向跨领域效应，对后期个体心理问题有负向跨领域效应。群体学业成绩对后期个体社会能力有正向跨领域效应，群体心理问题对后期个体社会能力有负向跨领域效应。结果表明，从发展的角度来看，与同伴群体，特别是具有社会能力的群体建立联系，可能对儿童的表现和适应产生广泛影响。（PsycInfo数据库记录 (c) 2023美国心理学会，保留所有权利）
