Social, Academic, and Psychological Characteristics of Peer Groups in Chinese Children: Same-Domain and Cross-Domain Effects on Individual Development

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...

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Bibliographic Details
Published in:Developmental psychology 2023-01, Vol.59 (1), p.57-68
Main Authors: Liu, Mengting, Chen, Xinyin, Fu, Rui, Li, Dan, Liu, Junsheng
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Aptitude
Adjustment
Child
Childhood Development
Children
China
East Asian People
Elementary Education
Elementary School Students
Elementary schools
Female
Foreign Countries
Group Development
Human
Humans
Individual Characteristics
Individual Development
Individual Differences
Interpersonal Competence
Male
Nominations
Peer Group
Peer Groups
Peer Relations
Psychological Characteristics
Psychological Patterns
Psychological problems
School records
Schools
Social Adjustment
Social Characteristics
Social Skills
Structural Equation Models
Student Characteristics
Teacher Evaluation
Teachers
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Summary: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. The results suggest that affiliation with peer groups, particularly socially competent groups, may have pervasive implications for children's performance and adjustment from a developmental perspective.
ISSN:0012-1649
1939-0599
DOI:10.1037/dev0001449