CAJ | 학술논문

采用同伴提名法获得215名早期青少年（5年级、7年级）的同伴地位（同伴拒绝、同伴接纳）分数，采用关系网络问卷（NRI）获得友谊支持分数，以学生期中考试的语文、数学、英语成绩的班内标准分的三科平均分作为个体学业成绩的指标，分析同伴拒绝与学业成绩的关系，以及同伴接纳和友谊支持对二者关系的调节作用及其年级和性别差异。结果发现：（1）女生的学业成绩高于男生，同伴拒绝、同伴接纳、友谊支持水平均不存在性别差异；（2）同伴拒绝均显著负向预测5、7年级学生的学业成绩，且这种预测作用不存在显著的性别差异；（3）在7年级，学生的同伴接纳可以调节同伴拒绝与学业成绩的关系，尽管高同伴接纳并不能补偿高同伴拒绝给学业成绩带来的消极影响，但它也是个体获得良好学业成绩的必要条件；在5年级和7年级，友谊支持都不能调节同伴拒绝与学业成绩的关系。
채용동반제명법획득215명조기청소년（5년급、7년급）적동반지위（동반거절、동반접납）분수，채용관계망락문권（NRI）획득우의지지분수，이학생기중고시적어문、수학、영어성적적반내표준분적삼과평균분작위개체학업성적적지표，분석동반거절여학업성적적관계，이급동반접납화우의지지대이자관계적조절작용급기년급화성별차이。결과발현：（1）녀생적학업성적고우남생，동반거절、동반접납、우의지지수평균불존재성별차이；（2）동반거절균현저부향예측5、7년급학생적학업성적，차저충예측작용불존재현저적성별차이；（3）재7년급，학생적동반접납가이조절동반거절여학업성적적관계，진관고동반접납병불능보상고동반거절급학업성적대래적소겁영향，단타야시개체획득량호학업성적적필요조건；재5년급화7년급，우의지지도불능조절동반거절여학업성적적관계。
Experiences with peers constitute an important developmental context for early adolescence. Adolescents＇ peer relation can be understood by referring to two levels--in groups （peer rejection and peer acceptance） and in dyadic （friendship）. Prior emphases on the main effects of different peer relation indicators on adolescent adjustments have been replaced by emphases on models that emphasize how sets of variables function together via moderation to affect outcome. But no clear and consistent conclusion about these interaction patterns between different peer relation indicators （peer rejection, peer acceptance and friendship） on academic achievement. So this study adopted peer nomination measure, the Chinese modified versions of the Network of Relationships Inventory and midsemester test score on 215 early adolescents from grade 5 and 7, analyzed the relation between peer rejection and academic achievement among early adolescents, and whether the relation can be moderated by peer acceptance and friendship support. The main findings were as follows：（1） Girls received higher academic achievement, and there is no other significant difference was observed between genders; （2） Peer rejection predicted academic achievement significantly for adolescents from grade 5 and 7, and the influence was no significant difference between genders; （3） In grade 7, peer acceptance moderated the relation between peer rejection and academic achievement： higher level of peer acceptance didn＇ t compensate the negative effect of higher level of peer rejection on academic achievement , but the prerequisite for high academic achievement; friendship support can＇t moderated the relation between peer rejection and academic achievement for early adolescence.