The
Relation of Academic Achievement, Family and Classroom Social Environment,
and Peer Interactions to Prosocial and Antisocial Behavior of Chinese
Children
H. K. Ma |
The
present study investigated the relation of academic achievement,
family and classroom social environment, and peer interactions to
prosocial and antisocial behavior of Chinese children in elementary
schools. Five hypotheses were empirically tested: (1) Academic achievement
is associated positively with prosocial behavior, and negatively
with delinquent behavior; (2) family social environment is associated
positively with prosocial behavior, and negatively with delinquent
behavior; (3) classroom social environment is associated positively
with prosocial behavior, and negatively with delinquent behavior;
(4) prosocial behavior of children is associated positively with
positive peer influence, and delinquent behavior is associated positively
with negative peer influence; and (5) prosocial behavior of children
is associated positively with peer's prosocial behavior, and delinquent
behavior is associated positively with peer's delinquent behavior.
All the hypotheses, except Hypothesis 3, were clearly supported by
the data. Hypothesis 3 was only partially supported by the data. Key words: prosocial and antisocial behavior, academic achievement, family and classroom social environment, peer interactions |