Academic performance and depression in Chinese children: Same-domain and cross-domain effects in friendships

Xinyin Chen; Jiaxi Zhou; Junsheng Liu; Dan Li; Shihong Liu

doi:10.1111/cdev.13864

Academic performance and depression in Chinese children: Same-domain and cross-domain effects in friendships

Xinyin Chen^*
, Jiaxi Zhou
, Junsheng Liu
, Dan Li^*
, Shihong Liu

^*Corresponding author for this work

School of Psychology and Cognitive Science

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

This 1-year longitudinal study examined the effects of academic performance and depression in friendships among elementary school children in China. Participants included 1122 children (44% boys) within 561 stable friendship dyads initially in fourth and fifth grades (initial M_age = 11 years). Data on academic performance, depression, and friendship were collected from multiple sources in the period of 2012 to 2014. Dyadic analysis using the actor-partner interdependence model showed that friends' academic performance significantly and positively predicted children's later academic performance, indicating same-domain effects, and significantly and negatively predicted children's later depression, indicating cross-domain effects, with a medium effect size (ε₃ =.70) for the effects of academic performance. The results help understand the role of friendship in children's development in the Chinese context.

Original language	English
Pages (from-to)	348-362
Number of pages	15
Journal	Child Development
Volume	94
Issue number	2
DOIs	https://doi.org/10.1111/cdev.13864
State	Published - 1 Mar 2023

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10.1111/cdev.13864

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title = "Academic performance and depression in Chinese children: Same-domain and cross-domain effects in friendships",

abstract = "This 1-year longitudinal study examined the effects of academic performance and depression in friendships among elementary school children in China. Participants included 1122 children (44\% boys) within 561 stable friendship dyads initially in fourth and fifth grades (initial Mage = 11 years). Data on academic performance, depression, and friendship were collected from multiple sources in the period of 2012 to 2014. Dyadic analysis using the actor-partner interdependence model showed that friends' academic performance significantly and positively predicted children's later academic performance, indicating same-domain effects, and significantly and negatively predicted children's later depression, indicating cross-domain effects, with a medium effect size (ε3 =.70) for the effects of academic performance. The results help understand the role of friendship in children's development in the Chinese context.",

author = "Xinyin Chen and Jiaxi Zhou and Junsheng Liu and Dan Li and Shihong Liu",

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doi = "10.1111/cdev.13864",

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TY - JOUR

T1 - Academic performance and depression in Chinese children

T2 - Same-domain and cross-domain effects in friendships

AU - Chen, Xinyin

AU - Zhou, Jiaxi

AU - Liu, Junsheng

AU - Li, Dan

AU - Liu, Shihong

PY - 2023/3/1

Y1 - 2023/3/1

N2 - This 1-year longitudinal study examined the effects of academic performance and depression in friendships among elementary school children in China. Participants included 1122 children (44% boys) within 561 stable friendship dyads initially in fourth and fifth grades (initial Mage = 11 years). Data on academic performance, depression, and friendship were collected from multiple sources in the period of 2012 to 2014. Dyadic analysis using the actor-partner interdependence model showed that friends' academic performance significantly and positively predicted children's later academic performance, indicating same-domain effects, and significantly and negatively predicted children's later depression, indicating cross-domain effects, with a medium effect size (ε3 =.70) for the effects of academic performance. The results help understand the role of friendship in children's development in the Chinese context.

AB - This 1-year longitudinal study examined the effects of academic performance and depression in friendships among elementary school children in China. Participants included 1122 children (44% boys) within 561 stable friendship dyads initially in fourth and fifth grades (initial Mage = 11 years). Data on academic performance, depression, and friendship were collected from multiple sources in the period of 2012 to 2014. Dyadic analysis using the actor-partner interdependence model showed that friends' academic performance significantly and positively predicted children's later academic performance, indicating same-domain effects, and significantly and negatively predicted children's later depression, indicating cross-domain effects, with a medium effect size (ε3 =.70) for the effects of academic performance. The results help understand the role of friendship in children's development in the Chinese context.

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DO - 10.1111/cdev.13864

M3 - 文章

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AN - SCOPUS:85140092036

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SP - 348

EP - 362

JO - Child Development

JF - Child Development

IS - 2

ER -

Academic performance and depression in Chinese children: Same-domain and cross-domain effects in friendships

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