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| A Meta-Analysis of the Homogeneity of Academic Achievement of Adolescents and their Peer Group |
| SHA Jing-ying1 ZHANG Xiang-kui1 DENG Xiao-ping2 |
| 1.Department of Psychology, School of Education, Northeast Normal University, Changchun 130024, China ; 2.School of Education Science, Gannan Normal University, Ganzhou 341000, China) |
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Abstract A meta-analysis was conducted to investigate the relationship between adolescents and peers’ academic achievement. By literature retrieval, 20 independent samples (N = 40684) met the inclusion criteria of meta-analysis. The heterogeneity test indicated that random effects model was appropriate for the meta-analysis. Egger’s intercept and the funnel plot of standard error by Fisher’s Z showed that there is no publication bias.The main-effect test demonstrated that there is a medium positive correlation between adolescents and peer group’s academic achievement (r=0.32，p< 0.001). The moderator analysis revealed that peer group measure methods moderated the relationship between adolescent and peer group’s academic achievement but the grade and academic achievement measure methods had no moderate effect.
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Published: 12 May 2017
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| Cite this article: |
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SHA Jing-ying,ZHANG Xiang-ku,DENG Xiao-ping. A Meta-Analysis of the Homogeneity of Academic Achievement of Adolescents and their Peer Group[J]. 应用心理学, 2017, 23(4): 345-354.
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| URL: |
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http://www.appliedpsy.cn/EN/Y2017/V23/I4/345 |
| [1] |
. [J]. 应用心理学, 2016, 22(1): 48-57. |
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