Beginning in middle childhood (10 or 11 years of age), most of peer interactions in children take place in the context of groups (Rubin, Bukowski & Parker, 1998).¡¡The formation of peer clusters is a salient phenomenon in late childhood and adolescence (Brown, 1990; Cairns & Cairns, 1994).¡¡Groups usually range in size from three to over ten children, and mostly comprise same-sex members (Kindermann, McCollom, & Gibson, 1995).¡¡Unlike dyadic social relationships, the peer group represents a social context that is formed through the collective functioning of members based on group norms and values (Brown, 1990; Hinde, 1987).¡¡Frequent contact, common activities and interpersonal affective connectedness among group members may make children¡¯s groups a strong socialization influence in school (Kinderman, 1993).¡¡Specifically, peer group interactions provide extensive opportunities for children to learn from others (Bandura, 1977; Hartup, 1992).¡¡Social connections and networks that children establish and maintain with peers may constitute a major source of social support for children to cope with emotional stress and adjustment difficulties (Hartup, 1992; Hinde, 1987; Rubin et al., 1998).¡¡Moreover, during social interactions, constant peer evaluations and reactions, based on culturally prescribed group norms and values, may serve to regulate and direct children¡¯s behaviors and, thus, affect developmental processes and pathways (Chen & Kaspar, in press).¡¡Findings from empirical research are consistent with these arguments (e.g., Cairns & Cairns, 1994; Cairns, Cairns, & Neckerman, 1989; Chen, Kaspar & Chen, 2001; Kinderman, 1993; Kinderman et al., 1995).¡¡For example, Kinderman (1993) examined the role of peer group context in children¡¯s school motivation.¡¡It was found that whereas natural peer groups might be formed based on children¡¯s motivational factors, the profile of peer networks significantly predicted individual motivation in school.¡¡Similar findings have been reported concerning the contributions of peer groups to individual social adjustment (e.g., Cairns & Cairns, 1994; Chen et al., 2001).
Peer group affiliation may be a common experience of children and adolescents across cultures (Hinde, 1987).¡¡Peer groups are considered important mainly in terms of their relevance to socialization in Chinese culture (Chen, 2000).¡¡It is believed that peer interactions in the group may help children learn social values and develop socially acceptable behaviors.¡¡Consistent with the socialization goal, particular attention has been paid to the nature of peer group networks in Chinese culture.¡¡Accordingly, ¡°good¡± groups are often represented by mutual agreement of members on socially valued norms (¡°zhi tong dao he¡± in Mandarin, or cherishing the same lofty ideals).¡¡Children who have this type of relationship, which may be considered ¡°instrumental¡± in Western cultures, encourage and help each other to achieve higher goals (Chen et al., 2001).

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This article is from:
Xinyin Chen, Lei Chang, and Yunfeng He. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development. 74(3), 710-727.