Parent involvement in schools as ecological assets, prosocial behaviors and problem behaviors among Chinese middle schoo
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Parent involvement in schools as ecological assets, prosocial behaviors and problem behaviors among Chinese middle school students: Mediating role of positive coping Angyang Li 1 & Shuo Wang 2 & Xiangping Liu 1 Accepted: 25 September 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Relational developmental systems (RDS) theory and ample evidence suggests that parent involvement in schools enhances middle-school age students’ social development, including increased prosocial behaviors and reduced problem behaviors. However, the mechanism of the relationships is unclear, especially in Chinese context. The current study aimed to examine the mediating role of positive coping in the relationship of parent involvement in school and prosocial behaviors, problem behaviors among Chinese middle school students. Moreover, this study explored the correlations between prosocial and problem behaviors. A total of 1062 Chinese adolescents (Mage = 11.73, 41% boys; 59% girls) completed the Parent Involvement in Schools Scale of Chinese Version (PISS-C), the Coping Style Scale of the Chinese Version (CSS-C), the Prosocial Behaviors Questionnaire of the Chinese Version (PBQ-C), and the Youth Self-Report Chinese Version (YSR-C). The results showed that positive coping mediated relationships between parent involvement in schools and prosocial behaviors, problem behaviors. Specifically, parent involvement in schools was positively related to positive coping. In turn, positive coping was positively associated with prosocial behaviors and negatively related to problem behaviors. Another finding revealed that prosocial behaviors was negatively correlated with problem behaviors. Limitations, future directions, and implications were discussed. Keywords Parent involvement in schools . Prosocial behaviors . Problem behaviors . Positive coping . Chinese middle school students
Introduction In China, hoping children to become dragons and phoenix is the long-held expectation for parents, which is particularly acute for their children during the middle school period. Specifically, Chinese parents expect their children not only to perform well academically but also to show behaviors that are worthy of being praised in school. As a result, Chinese students, especially in middle school, are under enormous pressure. They are not only eager for help in academic issues, but also psychological care and encouragement (Karimi and Fallah * Xiangping Liu [email protected] 1
Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Beijing Normal University, Room 1512, Houzhu Building, No.19 Xinjiekouwai Street, Haidian, Beijing, China
2
Faculty of Education, Beijing Normal University, Beijing, China
2019; Borman et al. 2019). However, due to the limitation of educational resources in China, subject teachers and mental health teachers do not have enough energy to manage and help each student well. In this context, we speculated that parent involvement in schools is of great significance. To our knowl
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