TY - JOUR
T1 - Parental, peer, and teacher influences on the social behavior of Hong Kong Chinese adolescents
AU - MA, Hing Keung
AU - Shek, Daniel T.L.
AU - Cheung, Ping Chung
AU - Lam, Christina Oi Bun
N1 - Funding Information:
This research was funded through two earmarked research grants from the Research Grants Council of the University Grants Committee, Hong Kong (Grant # CUHK 4/92H and RGC/95-96/07), to Hing Keung Ma, Daniel Shek, and Ping Chung Cheung. The authors thank the staff at the Educational Research Unit of the Education Department for their help in the sampling, and Zhang Lu-Fei and Tam Ka Keung for their help in scoring the interview data. Portions of this article were presented by Hing Keung Ma at the 54th Annual Convention of the International Council of Psychologists, Bang Canada, July 24-28, 1996. Address correspondence to Hing Keung Ma, Department of Education Studies, Hong Kong Baptist University, Kowloon Tong, Hong Kong.
PY - 2000/3
Y1 - 2000/3
N2 - 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 fre-quencies 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.
AB - 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 fre-quencies 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.
UR - http://www.scopus.com/inward/record.url?scp=0034146343&partnerID=8YFLogxK
U2 - 10.1080/00221320009596695
DO - 10.1080/00221320009596695
M3 - Journal article
C2 - 10705585
AN - SCOPUS:0034146343
SN - 0022-1325
VL - 161
SP - 65
EP - 78
JO - Journal of Genetic Psychology
JF - Journal of Genetic Psychology
IS - 1
ER -