同伴团体对儿童青少年学业成就和社会功能关系的影响

运用同伴评价、教师评估和学校记录等多种渠道收集关于同伴团体、社会功能、同伴接纳以及学业成就的资料，旨在考察同伴团体与儿童青少年学业成就和社会功能的关系。研究发现：绝大多数儿童青少年都有自己的同伴团体。这些同伴团体在学业成就上有很高的同质性。学业成就与社会适应无论在团体内的个体水平还是在团体水平上都密切相关。而且，团体的学业表现是个体学业成就和社会适应间的重要调节因素，表明团体学业规范对个体水平上学业成就与社会功能的关系有增强或是减弱的作用。这项研究再一次证明同伴团体在儿童个体发展中的重要意义。

Academic Achievement and Social Functioning:the Moderating Effects of Peer Group in Chinese Children

This study examined the moderating effects of peer group on relations between academic achievement and social functioning. Data on informal peer groups, social functioning, social preference, leadership and academic achievement were collected from multiple sources including peer assessments, teacher ratings and, school administrative records. It was found that most of the Chinese children were affiliated with a peer group. Peer groups were highly homogenous on academic achievement. It was also found that academic achievement and indexes of social adjustment were associated at both the within-group individual level and the group level. Moreover, group academic performance moderated the relations between academic achievement and social adjustment such as peer acceptance, social competence and leadership, suggesting that the individual-level relations might be enhanced or exacerbated by the group academic norm. The results indicated the significance of the peer group as a social context for individual development in Chinese children.