开展素质教育，促进学生的全面发展，已成为当下教育改革和研究关注的重点。大量研究表明，社会情感能力在学生全面发展过程中起着重要作用，既影响学生的心理健康与主观幸福感，也影响学生的社会和学业适应。同伴关系与学业是构成学生校内学习与生活的主要要素，关注社会情感能力在同伴关系与学业成就相互影响中的调节作用，有利于厘清社会情感能力的作用机制，提高学生的综合素质，实现教育的高质量发展。
本研究关注社会情感能力在同伴关系与学业成就相互影响中的调节作用：研究一从个体视角出发，基于交叉滞后模型，探究同伴关系和学业成就之间的相互影响，并探讨不同社会情感能力水平下，同伴关系与学业成就相互影响的差异。研究二从班级视角出发，基于随机参与者的社会网络模型，构建全样本网络模型、高社会情感能力班级的网络模型、低社会情感能力班级的网络模型，分析同伴关系网络与学业成就水平之间的相互影响（选择效应与影响效应），并通过对网络效应之间的差异的分析探讨班级平均社会情感能力的调节作用。本研究的结论如下：
（1）同伴关系和学业成就具有双向预测关系。四年级学生的同伴关系可以显著正向预测六年级时的学业成就；四年级时的学业成就可以显著正向预测六年级时的同伴关系。
（2）社会情感能力在同伴关系和学业成就中存在调节作用。多组结构方程模型结果表明，同伴关系与学业成就之间的交叉滞后关系虽然在统计学上没有显著差异，但是高社会情感能力分组中同伴关系和学业成就的交叉预测路径显著，而低高社会情感能力组中双向预测关系不显著。其中，高社会情感能力分组中，四年级时同伴关系可以显著正向预测六年级时的学业成就，四年级时的学业成就可以显著正向预测六年级时的同伴关系；但在低社会情感能力分组中，同伴关系与学业成就之间的交叉滞后路径并不显著。高水平社会情感能力可以促进人际关系与学业水平的共同发展。
（3）全样本网络中学生基于学业成就的选择效应与影响效应均不显著，年龄较小的学生不太倾向基于学业成就水平高低选择并影响同伴。
（4）在不同班级平均社会情感能力分组中，学业成就的选择效应存在差异。低社会情感能力网络中学业成就的选择效应不显著，高社会情感能力网络中选择效应显著，学生对具有相似学业成就水平的同学具有选择偏好。
（5）不同班级平均社会情感能力分组中，学业成就的影响效应方向存在差异。在低社会情感能力网络中，学生的学业成就发展存在“马太效应”，即学业成就低的学生，其学业成就更可能继续下降，而学业成就高的学生其学业成就会持续上升，整体的学业成就水平呈下降趋势。在高社会情感能力网络中，学生容易被具有相似学业成就水平的同伴影响，学业成就水平保持不变。

The pursuit of quality education and the promotion of students’ holistic development have emerged as a focus in educational reforms and research. Extensive studies have highlighted the crucial role social-emotional competency (SEC) plays in students’ development not just in their mental health and subjective well-being but also in their social and academic adaptability. As peer relationship and academic achievement are significant components of students’ school life and learning, acknowledging the mediating role of SEC in the interplay between these two aspects is pivotal in achieving high-quality educational development.
This study delved into the moderating role of SEC in the interplay between peer relationship and academic achievement. From an individual perspective, utilizing the cross-lagged model, the research examined the interactions between peer relationship and academic achievement. Furthermore, it examined how these interactions varied across students with different SEC. From a class perspective, this study constructs three distinct networks with the stochastic actor-based model: a whole -sample class network, high SEC class network , and low SEC class network. The selection effects and influence effects were analyzed. The study further explored the moderating role of the class level SEC by comparing the differences in selsection effects and influence effects between low SEC classes and high SEC classes. The key findings of this research are as follows:
(1)Peer relationship among fourth-grade students significantly and positively predict academic achievement in the sixth grade. In turn, previous academic performance positively and significantly predicts peer relationship in the sixth grade. 
(2)After grouping students based on their levels of SEC, differences in the relationship between academic achievement and peer relationship were observed among students with different SEC. Students’ SEC plays a moderating role between peer relationship and academic achievement. For stuents with high SEC, the peer relationship and academic achievement   were significantly reciprocally retated with each other.
(3)The selection effect and influence effect of academic achievement were not significant in the whole sample network.
(4)There were differences in the selection effect of academic achievement in classes with different SEC. The selection effect was insignificant in the low SEC classes, but significant in the high SEC classes. That is, students in high-SEC classes tend to make friends who share similar academic achievement levels with themselves, but it does not happen in low-SEC classes . 
(5)There are differences in the direction of the effect of academic achievement in classes with different SEC. In the low SEC classes, there is a "Matthew effect" in the development of students' academic achievement, that is, students with low academic achievement are more likely to decline in academic achievement, while students with high academic achievement are inclined to increase their academic achievement, and the overall academic achievement level will show a downward trend. In high SEC classes, students are susceptible to peer influence with similar levels of academic achievement.