Children's peer relationships, well-being, and academic achievement: the mediating role of academic competence

被引：2

作者：

Tepordei, Ana-Maria ^{[1
]}

Zancu, Alexandra S. ^{[1
]}

Diaconu-Gherasim, Loredana R. ^{[1
]}

Crumpei-Tanasa, Irina ^{[1
]}

Mairean, Cornelia ^{[1
]}

Salavastru, Dorina ^{[1
]}

Labar, Adrian V. ^{[1
]}

机构：

[1] Alexandru Ioan Cuza Univ, Fac Psychol & Educ Sci, Iasi, Romania

来源：

FRONTIERS IN PSYCHOLOGY | 2023年 / 14卷

关键词：

peer relationships; life satisfaction; achievement; academic competence; primary school; LIFE SATISFACTION SCALE; SELF-CONCEPT; FRIENDSHIP QUALITY; SOCIAL SUPPORT; MIDDLE SCHOOL; ACCEPTANCE; ADOLESCENTS; VICTIMIZATION; POPULARITY; VALIDATION;

D O I：

10.3389/fpsyg.2023.1174127

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The present study aimed to explore the interplay among two indicators of children's school peer relationships (i.e., peer acceptance and perceived number of friends) and two significant life domains (i.e., global life satisfaction and academic achievement). We also explored the potential mediating role of the perceived academic competence in these relations. Participants were 650 Romanian primary school students (45.7% boys), aged between 9 and 12 years old (M-age = 10.99). Path analysis showed a direct positive effect of perceived number of friends on children's life satisfaction, as well as a direct positive effect of peer acceptance on academic achievement. Moreover, perceived academic competence mediated the links between each of the two indicators of peer relationships and children's both life satisfaction and achievement. Several implications in the educational contexts are discussed.

引用

页数：11

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