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Peer relationships, self-efficacy, academic motivation, and mathematics achievement in Zhuang adolescents: A moderated mediation model

Author

Listed:
  • Li, Ling
  • Peng, Zhenfei
  • Lu, Liucun
  • Liao, Huan
  • Li, Hui

Abstract

This study attempts to examine the mediating and moderating roles of self-efficacy and motivation in the relationship between peer relationships and mathematics achievement with a unique sample of 596 Zhuang adolescents (Female = 293; aged from 13 to 17), the largest ethnic minority group in China. They were surveyed about peer relationships, self-efficacy, motivation, and tested with PISA Mathematics (2008). The results indicated that: (1) females’ peer relationships and motivation levels were higher than males; (2) peer relationships had a significantly positive effect on mathematics achievement; (3) academic motivation played a mediating role between peer relationship and mathematics achievement; and (4) self-efficacy played a moderating role in the path of female peers' relationship to motivation. The implications for educational development for ethnic adolescents are also discussed.

Suggested Citation

  • Li, Ling & Peng, Zhenfei & Lu, Liucun & Liao, Huan & Li, Hui, 2020. "Peer relationships, self-efficacy, academic motivation, and mathematics achievement in Zhuang adolescents: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 118(C).
    • Handle: RePEc:eee:cysrev:v:118:y:2020:i:c:s0190740920311622
    DOI: 10.1016/j.childyouth.2020.105358
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    References listed on IDEAS

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    1. Li, Ling & Chen, Xu & Wu, Dandan & Li, Hui, 2020. "Effects of attending preschool on adolescents’ reading literacy: Evidence from the ethnic minority children in China," Children and Youth Services Review, Elsevier, vol. 116(C).
    2. Han, Li & Li, Tao, 2009. "The gender difference of peer influence in higher education," Economics of Education Review, Elsevier, vol. 28(1), pages 129-134, February.
    3. Weili Ding & Steven F. Lehrer, 2007. "Do Peers Affect Student Achievement in China's Secondary Schools?," The Review of Economics and Statistics, MIT Press, vol. 89(2), pages 300-312, May.
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    1. Jena Clapano Ruiz, 2025. "Parental Roles and Academic Achievement in Mathematics: The Mediating Role of Students’ Attitude," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 7914-7934, October.
    2. Jesús de la Fuente & Erika Andrea Malpica-Chavarria & Angélica Garzón-Umerenkova & Mónica Pachón-Basallo, 2021. "Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age," IJERPH, MDPI, vol. 18(17), pages 1-18, August.
    3. Gan, Yan & Peng, Juan, 2024. "Effects of teacher support on math engagement among Chinese college students: A mediated moderation model of math self-efficacy and intrinsic value," Children and Youth Services Review, Elsevier, vol. 156(C).
    4. Lai, Angel Hor Yan & Chui, Cheryl Hiu-kwan & Wong, Jade Kin Yu & Leung, Cynthia Tsz Ching & Chen, Zhijun, 2022. "Ethnic identity, perceived classmate support and general self-efficacy in ethnic minority adolescents in rural Chinese school settings," Children and Youth Services Review, Elsevier, vol. 137(C).
    5. Yitong Wei & Yinghui Shi & Jason MacLeod & Harrison Hao Yang, 2022. "Exploring the Factors That Influence College Students’ Academic Self-Efficacy in Blended Learning: A Study From the Personal, Interpersonal, and Environmental Perspectives," SAGE Open, , vol. 12(2), pages 21582440221, June.

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