Children's peer relationships, well-being, and academic achievement: the mediating role of academic competence

The present study aimed to explore the interplay among two indicators of children's school peer relationships (i.e., peer acceptance and perceived number of friends) and two significant life domains (i.e., global life satisfaction and academic achievement). We also explored the potential mediating role of the perceived academic competence in these relations. Participants were 650 Romanian primary school students (45.7% boys), aged between 9 and 12 years old (M-age = 10.99). Path analysis showed a direct positive effect of perceived number of friends on children's life satisfaction, as well as a direct positive effect of peer acceptance on academic achievement. Moreover, perceived academic competence mediated the links between each of the two indicators of peer relationships and children's both life satisfaction and achievement. Several implications in the educational contexts are discussed.

Automated summary

This study aimed to examine the interplay between two indicators of children's school peer relationships (peer acceptance and perceived number of friends) and two significant life domains (global life satisfaction and academic achievement). The researchers also investigated the potential mediating role of perceived academic competence in these relationships. The findings showed that the perceived number of friends had a direct positive effect on children's life satisfaction, while peer acceptance had a direct positive effect on academic achievement. Additionally, perceived academic competence mediated the links between both indicators of peer relationships and children's life satisfaction and achievement. This study has important implications in educational contexts.