Linked Life Data

18366421

Source:http://linkedlifedata.com/resource/pubmed/id/18366421

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
2
pubmed:dateCreated
2008-3-27
pubmed:abstractText
This longitudinal study examined, in a sample of Chinese children (initial mean ages = 9.5 and 12.7 years, N = 505), how the peer group contributed to social functioning and academic achievement and their associations. Data on informal peer groups, social functioning, and academic achievement were collected from multiple sources. Multilevel structural equation modeling revealed that group academic performance made direct contributions to children's social development. Group academic performance also moderated the individual-level relations between academic performance and later social functioning. Whereas high-achieving groups strengthened the positive relations between academic achievement and social competence, low-achieving groups facilitated the negative relations between academic achievement and social problems. The results indicate the significance of the peer group for social functioning from a developmental perspective.
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:issn
0009-3920
pubmed:author
pubmed:issnType
Print
pubmed:volume
79
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
235-51
pubmed:meshHeading
pubmed:articleTitle
Effects of the peer group on the development of social functioning and academic achievement: a longitudinal study in Chinese children.
pubmed:affiliation
Department of Psychology, University of Western Ontario, London, Ontario, Canada. xchen@uwo.ca
pubmed:publicationType
Journal Article, Research Support, Non-U.S. Gov't