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題名：青少年與其同伴團體學業成就同質性的元分析
書刊名：應用心理學
作者：沙晶瑩／張向葵／鄧小平
出版日期：2017
卷期：23(4)
頁次：345-354
主題關鍵詞：同伴團體；學業成就；元分析；調節效應；Peer group；Academic achievement；Meta-analysis；Moderator effect
原始連結：連回原系統網址new window
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采用元分析方法對青少年與其同伴團體學業成就的同質性進行探究。通過文獻檢索,共20個獨立樣本符合元分析篩選標準(N=40684)。異質性檢驗結果表明效應值異質,采用隨機效應模型;漏斗圖和Egger’s檢驗顯示,文獻發表偏倚的可能性較小;整體效應檢驗為青少年與其同伴團體學業成就呈同質性(r=0.32,p<0.001);調節效應結果發現,青少年與其同伴團體的學業成就同質性受同伴團體測量方法的調節,但不受被試年級與學業成就測量方法的影響。
A meta-analysis was conducted to investigate the relationship between adolescents ’ academic achievement and that of their peers. 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 was no publication bias. The main-effect test demonstrated that there is a medium positive correlation between adolescents ’ academic achievement and that of their peer group( r = 0. 32,p < 0. 001).The moderator analysis revealed that adolescents ’academic achievement and that of their peers were moderated by peer group measuring methods,but this relationship was not influenced by participants’ grades and academic achievement measuring methods.
期刊論文
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圖書
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圖書論文
1.Brown, B. B.(1990)。Peer groups and peer culture。At the threshold: The developing adolescent。Cambridge, MA：Harvard University Press。  new window
2.Kindermann, T. A.、Gest, S. D.(2009)。Assessment of the peer group: Identifying naturally occurring social networks and capturing their effects。Handbook of Peer Interactions, Relationships。New York：Guilford。  new window
 
 
 
 
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