Role of class relationship in the influence of perceived discrimination on pro-social behavior of left-behind junior middle school students

QUAN Xiaoshan; YANG Jimei; CHAI Jieyu; QIU Tianlong; SUN Ji

doi:10.16835/j.cnki.1000-9817.2024344

Volume 45 Issue 11

Nov. 2024

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QUAN Xiaoshan, YANG Jimei, CHAI Jieyu, QIU Tianlong, SUN Ji. Role of class relationship in the influence of perceived discrimination on pro-social behavior of left-behind junior middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(11): 1625-1628. doi: 10.16835/j.cnki.1000-9817.2024344

Citation:

QUAN Xiaoshan, YANG Jimei, CHAI Jieyu, QIU Tianlong, SUN Ji. Role of class relationship in the influence of perceived discrimination on pro-social behavior of left-behind junior middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(11): 1625-1628. doi: 10.16835/j.cnki.1000-9817.2024344

Citation:

QUAN Xiaoshan, YANG Jimei, CHAI Jieyu, QIU Tianlong, SUN Ji. Role of class relationship in the influence of perceived discrimination on pro-social behavior of left-behind junior middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(11): 1625-1628. doi: 10.16835/j.cnki.1000-9817.2024344

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Role of class relationship in the influence of perceived discrimination on pro-social behavior of left-behind junior middle school students

doi: 10.16835/j.cnki.1000-9817.2024344

QUAN Xiaoshan^{1, 2},
YANG Jimei^{1
,
,},
CHAI Jieyu¹,
QIU Tianlong¹,
SUN Ji^{1, 2}

1.
School of Education Science of Anshun University, Anshun (561000), Guizhou Province, China

Received Date: 2024-01-08
Rev Recd Date: 2024-09-12

Available Online: 2024-12-10

Publish Date: 2024-11-15

Abstract

Abstract

Objective To examine the Longitudinal influence of perceived discrimination on pro-social behavior of left alone junior middle school students and to explore the longitudinal mediating role of teacher-student relationship and classmate relationship, so as to provide a reference for improving pro-social behavior of left-behind junior middle school students. Methods The Perceived Discrimination Questionnaire, Teacher-Student Relationship Questionnaire, Classmate Relationship Questionnaire and Prosocial Behavior Questionnaire were used to conduct two follow up surveys on 930 left-behind junior middle school students in Guizhou Province at two time points, in mid-November 2021(T1) and mid-May 2022(T2). Deviation corrected Bootstrap method was used to examine the mediating effect of T2 teacher-student relationship and T2 classmate relationship on the impact of T1 discrimination perception on T2 pro-social behavior. Results The perceptions of discrimination, teacher-student relationship, classmate relationship, and pro-social behavior scores of the left-behind junior high school students were (1.98±0.94) (4.13±0.77) (3.54±0.91) (3.52±0.75) for T1, and (3.98±0.83)(3.42±0.86)(3.48±0.72) for teacher-student relationship, classmate relationships and pro-social behavior scrores of T2. After controlling for gender, age and self-assessment of family economic status, T1 perceived discrimination negatively predicted T2 pro-social behavior (β=-0.07); and T1 perceived discrimination indirectly influenced T2 pro-social behavior through T2 teacher-student relationship, and mediated effect value was -0.02(95%CI=-0.02 to -0.01); and T1 perceived discrimination indirectly influenced T2 pro-social behavior through T2 classmate relationship, mediated effect was -0.03(95%CI=-0.05 to -0.02)(P < 0.05). Conclusions Perceived discrimination not only directly reduces pro-social behavior of left-behind junior middle school students, but also indirectly and negatively affects pro-social behavior of left alone junior middle school students by reducing teacher-student relationship and classmate relationship.
- Interpresonal relations,
- Ageism,
- Perception,
- Social behavior,
- Mental health,
- Students

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References(17)

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