Academic Performance and Depression in Chinese Children: Same-Domain and Cross-Domain Effects in Friendships

Autor/inn/en	Chen, Xinyin; Zhou, Jiaxi; Liu, Junsheng; Li, Dan; Liu, Shihong
Titel	Academic Performance and Depression in Chinese Children: Same-Domain and Cross-Domain Effects in Friendships
Quelle	In: Child Development, 94 (2023) 2, S.348-362 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Xinyin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13864
Schlagwörter	Academic Achievement; Depression (Psychology); Foreign Countries; Elementary School Students; Friendship; Grade 4; Grade 5; Grade Prediction; China + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Freundschaft; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This 1-year longitudinal study examined the effects of academic performance and depression in friendships among elementary school children in China. Participants included 1122 children (44% boys) within 561 stable friendship dyads initially in fourth and fifth grades (initial M[subscript age] = 11 years). Data on academic performance, depression, and friendship were collected from multiple sources in the period of 2012 to 2014. Dyadic analysis using the actor-partner interdependence model showed that friends' academic performance significantly and positively predicted children's later academic performance, indicating same-domain effects, and significantly and negatively predicted children's later depression, indicating cross-domain effects, with a medium effect size ([epsilon][subscript 3] = 0.70) for the effects of academic performance. The results help understand the role of friendship in children's development in the Chinese context. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01