Peer attachment and adolescent academic achievement: a moderated mediation model of academic procrastination and self-control

• Yuan Tang ^[1] ; Ziqian Xu ^[1] ; Jingyi Xu ^[2] ; Hui Zhang ^[1]
  1. [1] Nanjing Normal University

     Nanjing Normal University

     China

     
  2. [2] University of Texas at Dallas

     University of Texas at Dallas

     Estados Unidos

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 48, Nº 2, 2025, págs. 312-334
• Idioma: varios idiomas
• Títulos paralelos:
  • El apego entre pares y el rendimiento académico de los adolescentes: un modelo de mediación moderado de la procrastinación académica y el autocontrol
• Enlaces
  • Texto completo
• Resumen
  • español

    En este estudio se analiza el efecto mediador de la procrastinación académica y el efecto moderador del autocontrol en la relación entre el apego entre pares de los adolescentes y el rendimiento académico subjetivo. Los participantes fueron 1,135 estudiantes chinos de primer y segundo ciclo de secundaria que evaluaron su nivel de apego entre pares, logro académico subjetivo, nivel de procrastinación académica y autocontrol. Los resultados muestran que el apego entre pares estaba sujeto a una influencia positiva y significativa del rendimiento académico subjetivo y que la procrastinación académica mediaba parcialmente esta relación. Asimismo, la relación entre el apego entre pares y la procrastinación académica estaba moderada por el autocontrol, de modo que la relación negativa entre el apego entre pares y la procrastinación académica era mayor en aquellos adolescentes con alto nivel de autocontrol que entre los que mostraban bajo nivel de autocontrol. Estos resultados ponen de relieve el destacado papel de los factores individuales y contextuales en el logro académico de los adolescentes chinos.

  • Multiple

    The present study examined the mediating effect of academic procrastination and the moderating effect of self-control in the association between adolescent peer attachment and subjective academic achievement. Participants included 1,135 Chinese junior and senior high school students who reported their peer attachment, subjective academic achievement, academic procrastination and self-control. The results showed that peer attachment was significantly positively associated with subjective academic achievement and academic procrastination partially mediated this relation. Additionally, the relation between peer attachment and academic procrastination was moderated by self-control, such that the negative relation between peer attachment and academic procrastination was stronger for adolescents with high self-control than those with low self-control. These findings highlight the salient roles of individual and contextual factors in Chinese adolescents’ academic achievement.

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