Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (3): 294-303.doi: 10.16187/j.cnki.issn1001-4918.2018.03.05

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Peer Group Socialization on Academic Achievement during Early Adolescence: Moderating Effects of Perceptions of School Climate

Hou Ke1, Zhang Yunyun2, Xiang Xiaoping3, Ren Ping2   

  1. 1. Journal of Beijing Normal University, Beijing Normal University, Beijing 100875;
    2. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875;
    3. Faculty of Humanities and Social Sciences, Beijing Institute of Technology, Beijing 100081
  • Online:2018-05-15 Published:2018-05-15

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Abstract: 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.

Key words: peer group, academic achievement, perceptions of school climate, early adolescence

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