The peer group as a context: Moderating effects on relations between maternal parenting and social and school adjustment in Chinese children

被引：63

作者：

Chen, XY ^{[1
]}

Chang, L

He, YF

Liu, HY

机构：

[1] Univ Western Ontario, Dept Psychol, London, ON N6A 5C2, Canada

[2] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China

[3] Chinese Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China

[4] Beijing Normal Univ, Beijing 100875, Peoples R China

来源：

CHILD DEVELOPMENT | 2005年 / 76卷 / 02期

关键词：

D O I：

10.1111/j.1467-8624.2005.00854.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This 2-year longitudinal study examined, in a sample of Chinese children (initial M age=11 years), the moderating effects of the peer group on relations between maternal supportive parenting and social and school adjustment. Data were collected from multiple sources including peer assessments, teacher ratings, school records, and maternal reports. It was found that whereas group prosocial-cooperative functioning strengthened the role of supportive parenting in helping children develop social and school competence, group antisocial-destructive functioning undermined the contributions of supportive parenting to children's social and academic achievement. The results indicated the significance of the peer group as a social context for socialization and development in Chinese children.

引用

页码：417 / 434

页数：18

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