Abstract:This study investigated friend influence over mathematics achievement in 202 same-sex friendship dyads (106 girl dyads). Participants were in the third grade (around age 9) at the outset. Each friend completed a questionnaire describing interest in mathematics and a standardized mathematical reasoning assessment. Peer nominations provided a measure of peer acceptance. The results revealed evidence that interest in mathematics moderates both the degree to which the higher-accepted friend was influential and the degree to which the lower-accepted friend was susceptible to influence. Specifically, the third-grade mathematical reasoning of the higher-accepted friend predicted an increase in the mathematical reasoning of the lower-accepted friend from third grade to fourth grade only when one friend was above average on interest in mathematics. These effects held after controlling for maternal support, parental education, friendship duration, friendship group norms, friend similarity on peer acceptance, friend similarity on interest in mathematics, and general academic functioning.

中文翻译：

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朋友的影响力和影响力的易感性：数学推理的变化作为相对同伴对数学的接受程度和兴趣的函数

摘要：本研究调查了202个同性友谊双性恋者（106个女孩双性恋者）中朋友对数学成绩的影响。参加者一开始是三年级（9岁左右）。每个朋友填写了一份问卷，描述了对数学的兴趣和标准化的数学推理评估。同行提名提供了一种衡量同行接受程度的方法。结果表明有证据表明，对数学的兴趣既降低了接受度较高的朋友的影响程度，又降低了接受度较低的朋友对影响力的影响程度。具体地说，只有当一个朋友对数学的兴趣高于平均水平时，接受程度较高的朋友的三年级数学推理才能预测接受程度较低的朋友的数学推理将从三年级提高到四年级。