Abstract
Based on Lewin's Field Theory, Bronfenbrenner's Bioecological Systems Theory and social network analysis, the authors collected data from 405 Chinese adolescents about their peer relations, chronic self-concept levels and learning condition variables through questionnaire distributing, and from their teachers about their annual average academic achievement. It is proposed that the impacts of peer relations should be studied from a psycho-ecological perspective by considering the direct and joint effects of peer relations and student bio-psychological environment (as for instance chronic self-concept) on student outcomes. With hierarchical multiple regression analysis, hypothesis formulated on the research purpose was tested to be almost true. Finally, theoretical and practical implications were discussed.
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