Research has indicated that peer groups are often formed on the basis of similar social and cognitive attributes and common interests and activities (Brown, 1989; Cairns & Cairns, 1994; Chen et al., 2001; Patterson, Dishion & Yoerger, 2000). As a salient and valued aspect of school adjustment in China, academic competence and achievement may eclipse other attributes of children and thus be an important factor in group formation and maintenance.
Specifically, unlike in the West, school children in China spend most of their non-class time engaging in academic activities. School extra-curricular activities are often organized to facilitate understanding of the material taught in class. A common group activity is doing homework and other school projects together. Obviously, children who have similar academic interests and abilities are likely to attract each other and work together as a group. In contrast, those who have different attitudes toward schoolwork or perform at different levels may find it difficult to cooperate on academic tasks. Given this background, it is conceivable that academic achievement may serve as an important norm that regulates group organization in Chinese children and adolescents.
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This article is from:
Xinyin Chen, Lei Chang, and Yunfeng He. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development. 74(3), 710-727.
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