Original scientific paper
https://doi.org/10.15516/cje.v27i2.6017
Peers’ Problem Behaviours and Student Cognitive Development: The Moderating Effect of Educational Expectation
Sujie Peng
orcid.org/0000-0002-4646-6661
; Beijing Normal-Hong Kong Baptist University Faculty of Business and Management
Xinyu Zhang
; Jingdezhen Vocational University of Art School of Foreign Languages
Abstract
This study aimed to investigate the impact of peers' problematic behaviours on students' cognitive development, considering potential moderating effects based on students' educational expectations. As of our current understanding, there has been limited exploration into the impact of peers' problematic behaviours on cognitive development and the moderating effect of expectations. To close this gap, we utilized data from the China Education Panel Survey (CEPS) to assess the suggested measurements, such as the number of participants’ close friends with problem behaviours, using linear regression models. SPSS (version 26) was used for data analysis. The findings suggest that student cognitive development can suffer due to peers' problem behaviours, and this influence is heightened by students' educational expectations. This study provides several main contributions. For instance, it offers new insights by examining how students' educational expectations may moderate these effects. In conclusion, practical implications for practitioners and policymakers are outlined.
Keywords
cognitive performance; peer influence; educational expectation; moderating effect; China
Hrčak ID:
344778
URI
Publication date:
27.6.2025.
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