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

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Title: Social, Academic, and Psychological Characteristics of Peer Groups in Chinese Children: Same-Domain and Cross-Domain Effects on Individual Development
Language: English
Authors: Liu, Mengting, Chen, Xinyin, Fu, Rui, Li, Dan, Liu, Junsheng
Source: Developmental Psychology. Jan 2023 59(1):57-68.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Social Characteristics, Student Characteristics, Psychological Characteristics, Foreign Countries, Peer Groups, Individual Development, Elementary School Students, Individual Differences, Academic Achievement, Psychological Patterns, Interpersonal Competence
Geographic Terms: China
DOI: 10.1037/dev0001449
ISSN: 0012-1649
1939-0599
Abstract: 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, M[subscript age] = 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1367143
Database: ERIC
FullText Text:
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  Data: Social, Academic, and Psychological Characteristics of Peer Groups in Chinese Children: Same-Domain and Cross-Domain Effects on Individual Development
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  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Mengting%22">Liu, Mengting</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Xinyin%22">Chen, Xinyin</searchLink><br /><searchLink fieldCode="AR" term="%22Fu%2C+Rui%22">Fu, Rui</searchLink><br /><searchLink fieldCode="AR" term="%22Li%2C+Dan%22">Li, Dan</searchLink><br /><searchLink fieldCode="AR" term="%22Liu%2C+Junsheng%22">Liu, Junsheng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. Jan 2023 59(1):57-68.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 12
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Social+Characteristics%22">Social Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Characteristics%22">Psychological Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Groups%22">Peer Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1037/dev0001449
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  Data: 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, M[subscript age] = 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.
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      – SubjectFull: Psychological Characteristics
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      – SubjectFull: China
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