<p>Parents and friends are critical social influences on adolescents’ academic achievement, yet how they function together within dynamic friendship networks remains insufficiently understood. This study examined how parental influences (autonomy support, behavioral control, psychological control, and educational expectations) interact with friendship selection and influence processes to shape academic achievement of Chinese adolescents. A total of 1,419 Chinese adolescents (<i>M</i>_<i>age</i> = 12.35, <i>SD</i> = 3.04; 46.4% girls) participated in four-wave surveys across two years. Longitudinal social network analyses revealed a clear friendship influence process, with adolescents’ achievement becoming increasingly similar to that of their friends over time. Parental influences operated through distinct pathways: perceptions of high parental expectations directly increased achievement, whereas autonomy support and psychological and behavioral control had no direct effect. Adolescents perceiving high parental autonomy support were more likely to select high-achieving friends; other parental influences did not affect friendship selection. No parental influences moderated the effect of friends influence on achievement. Overall, these findings suggest that parents shape adolescents’ achievement by setting expectations and providing support, either directly or via friendship selection, while friends exert an independent influence on achievement. Taken together, the results highlight how both parents and friends contribute adolescents’ academic development in the Chinese context.</p>