青少年早期学业成就的同伴团体社会化:感知学校氛围的调节作用
Peer Group Socialization on Academic Achievement during Early Adolescence: Moderating Effects of Perceptions of School Climate

通过对1275名初一青少年开展为期半年的追踪调查，考察了同伴团体对青少年早期个体学业成就的影响，及感知学校氛围对这种影响的调节作用。结果表明：（1）在控制学校虚拟变量、年龄、性别、同伴团体规模及个体前期学业成就之后，所在班级前期的平均学业成就能显著预测个体后期学业成就；（2）同伴团体的学业成就能正向预测个体后期的学业成就变化，但班级相对于同伴团体的情境效应不显著。（3）在个体和同伴团体水平，感知学校氛围各维度不能显著预测个体后期学业成就，但同伴团体平均学业成就与该团体整体感知到的教师支持的交互项可以正向预测个体学业成就间隔半年后的变化。
Based on a half-year longitudinal investigation of 1275 grade 7 students, the present study examined the effects of peer groups on the development of academic achievement in early adolescence, and to what extent these effects depended on students' perceptions of 3 dimensions of school climate (teacher support, student-student support, and opportunities for autonomy in the classroom). The results indicated that:(1)After controlled school, age, gender, peer group size and academic achievement, classroom-level academic achievement predicted higher academic achievement of adolescents half year later; (2)Peer groups' academic achievement magnified group members' academic achievement afterwards, while the classroom effects were not significant compared with peer group effects; (3)In the individual and peer group levels,students' perceptions of 3 dimensions of school climate didn't predict further academic achievement of adolescents. However, the interaction of perceptions of teacher support and peer groups' academic achievement predicted higher academic achievement of adolescents half year later.