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Mediating Effects of Academic Self-Efficacy and Depressive Symptoms on Prosocial/Antisocial Behavior among Youths
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- Author(s): Xian Li; Shih-Han Chen; Chun-Yang Lee; An Li; Min Gao; Xinlan Cai; Shao-Chieh Hsueh; Yi-Chen Chiang (ORCID
Yi-Chen Chiang (ORCID 0000-0001-9630-1956 )- Language:
English- Source:
Prevention Science. 2024 25(5):711-723.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
- Peer Reviewed: Y
- Source: 13
- Education Level: Secondary Education
- Subject Terms: Self Efficacy; Depression (Psychology); Prosocial Behavior; Antisocial Behavior; Symptoms (Individual Disorders); Foreign Countries; Adolescent Development; Family School Relationship; Secondary School Students; Student Behavior; Parent Child Relationship; Classroom Environment; Academic Ability; Intervention; Prevention; Metacognition; Social Behavior; Teacher Student Relationship
- Subject Terms:
- Accession Number: 10.1007/s11121-023-01611-4
- ISSN: 1389-4986
1573-6695 - Abstract: Adolescence is a critical period during which youth develop and shape their behaviors. Because differences between youths are strongly connected to environmental factors, we aimed to elucidate possible pathways from home-school regulation and atmosphere to youths' prosocial and antisocial behaviors. Data were derived from the China Education Panel Survey. This study involved a total of 9291 students aged 14-15 years (4834 boys, 4457 girls). We used structural equation modeling (SEM) with LISREL 8.80 and Monte Carlo resampling with R to conduct the analysis strategy. In the home-school regulation, parental supervision on the one hand and teacher criticism on the other hand have direct positive and negative predictive effects on youths' prosocial behaviors, respectively, while their direct effects on antisocial behavior are the opposite; teachers praise does not directly affect adolescents' prosocial and antisocial behaviors. In the home-school atmosphere, family interaction and perceived good class climate directly positively affect youths' prosocial behaviors, while the direct effects of both on antisocial behavior are not significant. The SEM results reveal that academic self-efficacy and depressive symptoms may be underlying mediating mechanisms through which home-school regulation and atmosphere during adolescence affect students' prosocial and antisocial behaviors. Intervention programs targeting home-school supportive environments and prevention programs targeting positive emotion and self-awareness may yield benefits for proper social behavior in adolescents. For example, by enhancing the way and frequency of parent-child interaction, teachers and students jointly create a good class climate of care and friendship to strengthen a home-school supportive environment. Improve adolescents' positive emotions such as contentment, optimism, and hope to reduce the possibility of depression.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1435474
- Availability:
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