This study attempts to examine the mediating and moderating roles of self-efficacy and motivation in the relationship between peer relationships and mathematics achievement with a unique sample of 596 Zhuang adolescents (Female = 293; aged from 13 to 17), the largest ethnic minority group in China. They were surveyed about peer relationships, self-efficacy, motivation, and tested with PISA Mathematics (2008). The results indicated that: (1) females’ peer relationships and motivation levels were higher than males; (2) peer relationships had a significantly positive effect on mathematics achievement; (3) academic motivation played a mediating role between peer relationship and mathematics achievement; and (4) self-efficacy played a moderating role in the path of female peers' relationship to motivation. The implications for educational development for ethnic adolescents are also discussed.
- peer relationships
- mathematics achievement