Parental, peer, and teacher influences on the social behavior of Hong Kong Chinese adolescents

Parental, peer, and teacher influences on the social behavior of Hong Kong Chinese adolescents

• Ma, Hing Keung Hong Kong Baptist University
• Shek, Daniel T. L. Chinese University of Hong Kong
• Cheung, Ping Cheung Chinese University of Hong Kong
• Lam, Christina Oi Bun Hong Kong Baptist University

Journal of Genetic Psychology, 161(1), 65-78, 2000

Psychology Press

2000

• A Human Growth & Development
  • AH Adolescence Development

Child Development Child Psychology Socialization

• Hong Kong

• 1997.7 onwards

• Secondary Education

Intensive interviews and self-report questionnaires were used to investigate parental, peer, and teacher influences on the prosocial and antisocial behaviors of Hong Kong Chinese adolescents. Students came from 5 academically different high schools. Results indicated that perceived parental influence was positively associated with frequency of prosocial behavior and negatively associated with frequency of delinquent behavior. Students with good relationships with their parents and peers showed lower frequencies of antisocial behaviors than did students with bad relationships. Adolescents in different identity statuses (achievement, moratorium, foreclosure, diffusion; E. H. Erikson, 1968) showed different patterns of prosocial and antisocial behaviors. For example, adolescents in the identity achievement group exhibited high frequencies of prosocial behaviors and low frequencies of antisocial behaviors, but those in the identity moratorium group exhibited quite high frequencies of both prosocial and antisocial behaviors.
[Copyright of Journal of Genetic Psychology is the property of Psychology Press . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00221320009596695 ]

• English

Journal Articles

• 00221325

• 10.1080/00221320009596695

https://bibliography.lib.eduhk.hk/en/bibs/4e9480f0

2010-09-24