TY - JOUR
T1 - Social, Academic, and Psychological Characteristics of Peer Groups in Chinese Children
T2 - Same-Domain and Cross-Domain Effects on Individual Development
AU - Liu, Mengting
AU - Chen, Xinyin
AU - Fu, Rui
AU - Li, Dan
AU - Liu, Junsheng
N1 - Publisher Copyright:
© 2022 American Psychological Association
PY - 2022/9
Y1 - 2022/9
N2 - 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, Mage = 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.
AB - 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, Mage = 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.
KW - Adjustment
KW - Chinese children
KW - Peer groups
UR - https://www.scopus.com/pages/publications/85137977121
U2 - 10.1037/dev0001449
DO - 10.1037/dev0001449
M3 - 文章
C2 - 36048097
AN - SCOPUS:85137977121
SN - 0012-1649
VL - 59
SP - 57
EP - 68
JO - Developmental Psychology
JF - Developmental Psychology
IS - 1
ER -