小学四、五年级儿童同伴团体的特征及其对学业成就的调节作用

The Moderating Effect of Peer Group on the Academic Achievement in 4-5th Graders

运用社交认知绘图(SCM)、班级戏剧量表与同伴提名等方法调查了处于同伴团体形成关键期的小学四、五年级学生294人,以考察同伴团体诸变量对个体学业成就与社会行为、同伴接纳/拒绝之间关系的影响。结果表明:(1)同伴团体在小学四、五年级尚处于初步形成期,其密度和中心势均随年级升高而提高;(2)性别、学业成就和社会行为是影响同伴团体形成的主要因素;(3)个体学业成就对同伴接纳与亲社会行为具有正向预测作用,对同伴拒绝与退缩行为具有负向预测作用;(4)团体密度和团体学业成就在同伴接纳与个体学业成就之间关系中起正向调节作用,团体中心势具有负向的调节作用;团体学业成就对亲社会行为与个体学业成就之间的关系具有正向调节作用。

In this study, the SCM, Class Play Scale, Peer Nomination Method was used to explore the moderating effect of peer group on the relationship between academic achievement and social behavior, peer acceptance,peer refusal based on 294 4-Sth graders. The results showed ： （ 1 ） peer group in 4-5 th graders was still in the initial formation stage, its density and centralization kept increasing with grade; （2） gender, academic achievement and social behavior were the main factors that affect the formation of peer groups; （3）individual academic achievement had positive predictive effects on the peer acceptanceand pro-social behavior, and negative predictive effects on the peer refusal and withdrawal behavior; （4） on the relationship of peer acceptance and individual academic achievement, peer group＇ s density and academic achievement had positive moderating effects, while the peer group＇ s centralization was negative;peer group＇ s academic achievement had a positive moderating effect on the relationship of prosocial behavior and individual academic achievement.