Huang Chao, Li Cheng, Zhao Fengyi, Zhu Jing, Wang Shaokang, Yang Jin, Sun Guiju
Key Laboratory of Environmental Medicine and Engineering of Ministry of Education, Department of Nutrition and Food Hygiene, School of Public Health, Southeast University, 87 Dingjiaqiao Road, Nanjing 210009, China.
Institute of Biotechnology and Health, Beijing Academy of Science and Technology, Beijing 100089, China.
Brain Sci. 2023 Jan 23;13(2):191. doi: 10.3390/brainsci13020191.
Adolescent behavior is closely related to academic and long-term personal development, and adolescents are vulnerable to the influences from people around them. This study aimed to analyze the factors and mechanisms that influence the behavior of adolescents. It examines the impact of family, teachers, and peers on adolescent prosocial behavior and misconduct. Data were obtained from the China Education Panel Survey (CEPS) follow-up data (2014-2015 school year) and 7835 middle school student participants were used for analysis. Structural equation modeling (SEM) was used to explore the influence and mechanisms of family, teachers, and peers on the development of adolescent social behavior. The findings showed that parental relationships, parental discipline, teacher supervision, and positive peer behavior were positively associated with adolescent prosocial behaviors and reduced the incidence of delinquent behaviors, while frequent home-school contact was associated with misconduct (all < 0.01). These results remained significant after controlling for gender, residence, only-child status, family financial situation, and paternal education. Significant others in an adolescent's life play multiple essential roles in forming and developing adolescent behavior and in directly influencing them. To guide the prosocial behaviors of middle school students and reduce delinquent behavior, we should build harmonious parent-child, peer, and teacher-student relationships, teach according to their aptitudes, pay attention to particular groups and strengthen psychological health education to develop their self-esteem and self-confidence.
青少年行为与学业及长期个人发展密切相关，且青少年易受周围人的影响。本研究旨在分析影响青少年行为的因素及机制。它考察了家庭、教师和同伴对青少年亲社会行为和不当行为的影响。数据来自中国教育追踪调查（CEPS）的随访数据（2014 - 2015学年），并对7835名中学生参与者进行了分析。采用结构方程模型（SEM）来探究家庭、教师和同伴对青少年社会行为发展的影响及机制。研究结果表明，亲子关系、父母管教、教师监督和积极的同伴行为与青少年亲社会行为呈正相关，并降低了不良行为的发生率，而频繁的家校联系与不当行为相关（均P<0.01）。在控制了性别、居住地、独生子女状况、家庭经济状况和父亲教育程度后，这些结果仍然显著。青少年生活中的重要他人在青少年行为的形成和发展以及直接影响他们方面发挥着多重重要作用。为了引导中学生的亲社会行为并减少不良行为，我们应建立和谐的亲子、同伴和师生关系，因材施教，关注特殊群体并加强心理健康教育以培养他们的自尊和自信。
