Relations among peer acceptance, inhibitory control, and math achievement in early adolescence

被引：47

作者：

Oberle, Eva ^{[1
]}

Schonert-Reichl, Kimberly A. ^{[1
]}

机构：

[1] Univ British Columbia, Vancouver, BC V6T 1Z4, Canada

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2013年 / 34卷 / 01期

关键词：

Executive functions; Inhibitory control; Peer relationships; Math achievement; Early adolescence; SELF-REGULATION; ACADEMIC-ACHIEVEMENT; EXECUTIVE FUNCTIONS; SCHOOL GRADUATION; EFFORTFUL CONTROL; MIDDLE SCHOOL; RISK-TAKING; FRIENDSHIPS; ADJUSTMENT; MEDIATION;

D O I：

10.1016/j.appdev.2012.09.003

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study examined relations among peer acceptance, inhibitory control, and math achievement in ninety-nine 4th and 5th grade early adolescents. Teachers rated students on peer acceptance and students completed a computerized executive function task assessing inhibitory control. Math achievement was assessed via end of year math grades. Results indicated that both inhibitory control and peer acceptance were positively and significantly related to math achievement. In addition, peer acceptance significantly mediated the relationship between inhibitory control and math grades when all three variables were entered simultaneously in a linear regression model. These results suggest that peer acceptance is an important indicator of social functioning and plays a significant part in academic success in the classroom. Results also suggest that indicators of social functioning - such as peer acceptance - need to be included in addition to cognitive functioning, when examining academic achievement in early adolescence. (C) 2012 Elsevier Inc. All rights reserved.

引用

页码：45 / 51

页数：7

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