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

Hing Keung MA, Daniel T.L. Shek, Ping Chung Cheung, Christina Oi Bun Lam

Research output: Contribution to journalArticlepeer-review

35 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)65-78
Number of pages14
JournalJournal of Genetic Psychology
Volume161
Issue number1
DOIs
Publication statusPublished - Mar 2000

Scopus Subject Areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Life-span and Life-course Studies

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