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<p>We examined the influence of friends’ academic achievement on children’s academic achievement. One thousand six hundred and eighty-seven Grade 4 to 6 Chinese students (50.98% female; <i>M</i><sub>age</sub> = 11.01 years, <i>SD</i> = 0.79) from 50 classrooms in Beijing, China, participated in this study. They completed assessments in Chinese and English reading, mathematics as well as reasoning ability, and they also reported who their top three friends from their class were. The results of hierarchical regression analyses showed that the friends’ academic achievement in reading and mathematics, as well as the sum of the three subject scores representing the overall academic score, accounted for 2.6–4.4% of unique variance in children’s academic achievement, after controlling for age, gender, parents’ education, and reasoning ability. These findings suggest that close peer relationships may influence students’ academic outcomes. The implications of promoting peer-based educational interventions are discussed.</p>

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Peer influence on children’s academic achievement: a cross-subject analysis in Chinese primary school students

  • 期刊论文

  • 发表日期：

    2026年5月14日

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  • Tong Lin,
  • Yuhan Yang,
  • Rui Chen,
  • Xiaoyu Ren,
  • George Georgiou,
  • Beilei Li,
  • Sha Tao

摘要

We examined the influence of friends’ academic achievement on children’s academic achievement. One thousand six hundred and eighty-seven Grade 4 to 6 Chinese students (50.98% female; Mage = 11.01 years, SD = 0.79) from 50 classrooms in Beijing, China, participated in this study. They completed assessments in Chinese and English reading, mathematics as well as reasoning ability, and they also reported who their top three friends from their class were. The results of hierarchical regression analyses showed that the friends’ academic achievement in reading and mathematics, as well as the sum of the three subject scores representing the overall academic score, accounted for 2.6–4.4% of unique variance in children’s academic achievement, after controlling for age, gender, parents’ education, and reasoning ability. These findings suggest that close peer relationships may influence students’ academic outcomes. The implications of promoting peer-based educational interventions are discussed.