Department of Psychology, University of Jyväskylä, Jyväskylä, Finland.
Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA.
Br J Educ Psychol. 2024 Dec;94(4):1161-1176. doi: 10.1111/bjep.12710. Epub 2024 Jul 29.
Peer relationships during adolescence play an important role in shaping academic outcomes. The present study examined friend influences on emotions towards math, as well as the role of temperament in these influences.
The sample consisted of 350 Finnish students (mean age 13.29 years; 64% girls) who were involved in stable friendship dyads from fall to spring of Grade 7.
In this two-wave study, information on adolescents' temperament (i.e., negative emotionality, extraversion, effortful control) and on seven emotions towards math (i.e., enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) was collected during grade 7. The data were analysed using longitudinal actor-partner interdependence models.
The results showed that friends resembled each other in all the investigated math-related emotions. Furthermore, over and above these initial similarities, friends mutually influenced each other's math-related enjoyment and anger towards math. Students characterized by higher negative emotionality also influenced their friends with lower levels of negative emotionality towards an increase in math-related anger and a lack of effortful control made adolescents more susceptible to friend influence over math-related shame and anxiety.
Our findings demonstrate that friends influence each other over time in math-related enjoyment and frustration. Furthermore, high negative emotionality may make adolescents more influential over their friends' math-related anger and a lack of effortful control may make adolescents more susceptible to friend influence over math-related shame and anxiety. Thus, the current findings have implications for how peer relations may impact individual outcomes in mathematics, for better or worse.
青少年时期的同伴关系对学业成绩的形成起着重要作用。本研究考察了朋友对数学情绪的影响，以及气质在这些影响中的作用。
该样本由 350 名芬兰学生组成（平均年龄 13.29 岁，64%为女生），他们在 7 年级秋季至春季期间处于稳定的友谊二人组中。
在这项为期两波的研究中，在 7 年级期间收集了青少年气质（即负性情绪、外向性、努力控制）和七种与数学相关的情绪（即享受、希望、自豪、愤怒、焦虑、羞耻、绝望和无聊）的信息。使用纵向演员-伙伴相互依存模型分析数据。
结果表明，朋友在所有被调查的与数学相关的情绪上彼此相似。此外，除了这些最初的相似之处，朋友还相互影响彼此对数学相关的享受和愤怒。具有较高负性情绪的学生也会影响具有较低负性情绪的朋友，使他们对数学相关的愤怒情绪增加，而缺乏努力控制会使青少年更容易受到朋友对数学相关羞耻和焦虑的影响。
我们的研究结果表明，朋友之间会随着时间的推移在数学相关的享受和挫折方面相互影响。此外，较高的负性情绪可能会使青少年对朋友的数学相关愤怒产生更大的影响，而缺乏努力控制可能会使青少年更容易受到朋友对数学相关羞耻和焦虑的影响。因此，目前的研究结果对同伴关系如何以好或坏的方式影响个体在数学方面的结果具有重要意义。
