A Study on the Mechanisms Underlying the Influence of Home-School Support on Adolescents’ Prosocial Behaviour: An Analysis of the Moderating Effects of Risk Factors
DOI:
https://doi.org/10.54097/ar67aw06Keywords:
Home-school Support, Prosocial Behaviour, Sources of Risk, Moderating Effect, Mediating EffectAbstract
Drawing on data from the China Education Panel Study (CEPS), this study systematically examines the mechanisms through which home-school support influences adolescents’ prosocial behaviour. Using principal component analysis to construct a composite measure of home-school support, the findings reveal that: (1) home-school support has a significant positive predictive effect on adolescents’ prosocial behaviour; (2) In the pathway from home-school support to adolescents’ prosocial behaviour, positive psychology plays a mediating role, while negative cognition serves as a moderator;(3) Risk sources generate heterogeneous moderating effects on the association between home-school support and prosocial behaviour. Specifically, school-related risks significantly strengthen the promotional effect of home-school support; however, the moderating interaction between home-school support and family risk is statistically insignificant at the 5% level(p=0.084), despite the significant main effect of family risk itself. The study reveals the differentiated mechanisms of home-school support, providing empirical evidence for the implementation of targeted school-based interventions.
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