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Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model

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  • Li, Ling
  • Liu, Yutian
  • Peng, Zhenfei
  • Liao, Meiqin
  • Lu, Liucun
  • Liao, Huan
  • Li, Hui

Abstract

This study aims to investigate the possible mediating and moderating factors in the relationship between peer relationships and science literacy in ethnic Zhuang adolescents, the largest ethnic minority group in China. Altogether 596 Grade 9 Zhuang students (Nfemale = 293, Mage = 14.74, SD = 1.38) were surveyed and tested with PISA Science (2008). The descriptive and PROCESS analyses have confirmed that motivation acted as a mediator between peer relationships and science literacy, and self-efficacy acted as a moderator. This model indicated that positive peer relationships would cause higher motivation associated with higher science literacy. Besides, self-efficacy could significantly moderate the mediation effect of motivation in females, indicating that more attention should be paid to female Zhuang students to enhance their self-efficacy and, accordingly, science literacy.

Suggested Citation

  • Li, Ling & Liu, Yutian & Peng, Zhenfei & Liao, Meiqin & Lu, Liucun & Liao, Huan & Li, Hui, 2020. "Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 119(C).
    • Handle: RePEc:eee:cysrev:v:119:y:2020:i:c:s019074092031238x
    DOI: 10.1016/j.childyouth.2020.105524
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    References listed on IDEAS

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    1. 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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    3. Olga Bakadorova & Diana Raufelder, 2016. "Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts?," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(3), pages 219-231, May.
    4. V. Vandenberghe, 2002. "Evaluating the magnitude and the stakes of peer effects analysing science and math achievement across OECD," Applied Economics, Taylor & Francis Journals, vol. 34(10), pages 1283-1290.
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    Cited by:

    1. Wang, Zhiyou & Chen, Ji-Kang, 2023. "Child maltreatment, social relationships and psychological distress: A multiple mediational analysis," Children and Youth Services Review, Elsevier, vol. 145(C).
    2. 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).

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