Peer attachment and adolescent academic achievement: a moderated mediation model of academic procrastination and self-control / El apego entre pares y el rendimiento académico de los adolescentes: un modelo de mediación moderado de la procrastinación académica y el autocontrol

Abstract

The present study examined the mediating effect of academic procrastination and the moderating effect of self-control in the association between adolescent peer attachment and subjective academic achievement. Participants included 1,135 Chinese junior and senior high school students who reported their peer attachment, subjective academic achievement, academic procrastination and self-control. The results showed that peer attachment was significantly positively associated with subjective academic achievement and academic procrastination partially mediated this relation. Additionally, the relation between peer attachment and academic procrastination was moderated by self-control, such that the negative relation between peer attachment and academic procrastination was stronger for adolescents with high self-control than those with low self-control. These findings highlight the salient roles of individual and contextual factors in Chinese adolescents’ academic achievement.