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首页> 外文期刊>British journal of educational psychology >Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement
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Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement

机译：同伴关系和青少年的学业和非学业成绩：同性和异性同伴效应以及学校参与的中介作用

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Background. The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. Aims.The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance and general self-esteem and the potentially mediating role of school engagement in linking these perceived peer relationships with academic and non-academic outcomes. Sample.The sample comprised 1,436 high-school students (670 boys, 756 girls; 711 early adolescents, 723 later adolescents). Method.Self-report measures and objective achievement tests were used. Structural equation modelling (SEM) was performed to test the hypothesized model and its invariance across gender and age groups. Results.Perceived same-sex peer relationships yielded positive direct and indirect links with academic performance and general self-esteem. Perceived opposite-sex peer relationships yielded positive direct and indirect links with general self-esteem and an indirect positive link with academic performance, but mediation via school engagement was not as strong as that of perceived same-sex peer relationships. These findings generalized across gender and age groups. Conclusion.Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed.
机译：背景。文献已经记录了理论/概念模型，描述了同伴关系在学术和非学术成果中的促进作用。但是，同伴关系与这些结果联系起来的机制是一个需要进一步研究的领域。目的：研究研究了青少年对同性和异性同伴关系的看法在预测他们的学业表现和总体自尊方面的作用，以及学校参与在将这些感知到的同伴关系与学业和家庭联系起来方面的潜在中介作用。非学术成果。样本：样本包括1,436名高中生（670名男生，756名女生; 711名早期青少年，723名后期青少年）。方法：采用自我报告措施和客观成就测试。进行了结构方程模型（SEM），以检验假设模型及其在性别和年龄组之间的不变性。结果：感知到的同性同伴关系与学习成绩和总体自尊产生了积极的直接和间接联系。感知到的异性同伴关系与总体自尊产生积极的直接和间接联系，与学业成绩产生间接的正向联系，但通过学校参与的调解不如感知到的同性同伴关系强。这些发现概括了性别和年龄组。结论：青少年的同性和异性同伴关系似乎以不同的方式积极影响他们的学业成绩和总体自尊。看来，学校参与在调解这些同伴关系影响，特别是同性同伴关系对学术和非学术功能的影响方面起着重要作用。讨论了对心理教育理论，测量和实践的影响。

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