Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (2): 137-145.doi: 10.16187/j.cnki.issn1001-4918.2018.02.02

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Relations between Social Avoidance and Peer Problems in Chinese Early Adolescents: A Moderated-mediation Model

DING Xuechen1, DENG Xinmei2, SANG Biao3, LI Dan1   

  1. 1. Department of Psychology, Shanghai Normal University, Shanghai 200234;
    2. College of Psychology and Sociology, Shenzhen University, Shenzhen 518060;
    3. School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062
  • Online:2018-03-15 Published:2018-03-15

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Abstract: The goal of the present study was to explore the relations between social avoidance, peer problems, emotion regulation, and academic achievement among children in Shanghai, mainland China. Participants were 660 early adolescents attending elementary schools and middle schools. Data were collected using multi-source assessments, including self-reports, peer nominations, and school records. Results indicated that:(1) social avoidance positively predicted peer problems; (2) emotion regulation partially mediated the relations between social avoidance and peer problems; (3) academic achievement moderated the mediating path through emotion regulation. Results are discussed in terms of the implications of social avoidance, emotion regulation, and academic achievement for children'social-emotional functioning in China.

Key words: social withdrawal, social avoidance, peer problems, emotion regulation, academic achievement

CLC Number: 

  • B844

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