The Relationship Between Family Environment And Pro-social Behaviors Of Secondary Vocational School Students:mediating Effects Of Moral Identity

Pro-social behaviors refer to behaviors such as modesty,cooperation,sharing,mutual assistance,assistance,and sacrifice in social interaction.Domestic and overseas research on pro-social behaviors show that there are many factors influencing the pro-social behaviors of adolescents,which are related to both external environmental factors and factors of individuals themselves.Among external factors,family is the first important growth environment of children,so family environment has become an important factor influencing children's pro-social behaviors.Such factors as family members' values,intimacy of family members,and emotion expression means will influence adolescents' level of acceptance of social norms and values in the moral system,thus further influencing their pro-social behaviors.The overall quality of secondary vocational school students is not so high and they have not formed good behavioral habits with a low level of pro-social behaviors.To discuss factors influencing secondary vocational school students' pro-social behaviors,this study starts from the family environment of secondary vocational school students,discusses the relationship between secondary vocational school students' pro-social behaviors and family environment and model identity,and the mediating effect of moral identity between family environment and secondary vocational school students' pro-social behaviors,thus providing guidance to enhancing vocational school students' level of moral identity and encourage them to engage in more pro-social behaviors.This research adopts Family Environment Scale(Chinese Version,FES-CV),Moral Identity Questionnaire,and Pro-social Tendency Measure(PTM)for Adolescents,measures933 secondary vocational school students at a vocational school of Qingdao city,and examines the relationship between family environment and secondary vocational school students' pro-social behaviors as well as the mediating effects of moral identity in it.The research conclusions include:(1)Pro-social behaviors of secondary vocational school students do not have significant differences in gender,but significant differences do exist in grade.Grade-one students have a significantly higher level of pro-social behaviors than Grade-two and Grade-three students.The family environment and moral identity of secondary vocational school students do not have significant differences in both gender and grade.(2)Family environment and moral identity are significantly correlated with various dimensionsand total score of pro-social behaviors of secondary vocational school students.Among them,the total score of family environment and the dimensions of intimacy,knowledge,and entertainment are significantly positively correlated with the total score and various dimensions of moral identity;the total score of family environment and the dimensions of intimacy,knowledge,and entertainment are significantly positively correlated with the total score and various dimensions of pro-social behaviors and the conflict dimension in family environment is significantly negatively correlated with the total score and various dimensions of moral identity and pro-social behaviors;the total score and various dimensions of moral identity are significantly positively correlated with the total score and various dimensions of pro-social behaviors.(3)Moral identity has exerted some mediating effects in the relationship between family environment and secondary vocational school students' pro-social behaviors.