| According to the severity of potential consequences and social acceptability,risk-taking behavior can be divided into two categories: positive and negative.In this study,the adolescent risk-taking behavior involved specifically refers to negative risk-taking behavior,which not only has a pernicious impact on physical growth and mental development among adolescents but also has potential risk to social stability.As problem behavior theory,a range of factors affect the risk-taking behavior in adolescents.However,most of the existing research merely focused on the familial factors and lacked an in-depth exploration of the relationship between those factors.Therefore,in this study,the external environment involved has been extended from the family to the school,and the personality traits were also taken into account.In other words,this study explored the influence of parental psychological flexibility on adolescent risktaking behavior through three distinct aspects: family,school,and individual.Study 1,based on the triadic model of the family process,looked into the internal mechanism between different levels of familial factors,examining whether parental psychological flexibility（at the parent level）could influence adolescent risk-taking behavior by affecting the parent-child relationship（at the dyad-level）.Study 2,based on study 1,incremented a personal trait variable — self-control（as a mediator）and expanded the environmental system by adding a core factor — teacher-student relationship（as a moderator variable）,exploring whether parenting flexibility could influence adolescent self-control and ultimately their risk-taking behavior by affecting the parent-child relationship and whether that chain mediating process is moderated by the teacher-student relationship.The questionnaire method was used in this study.Study 1 included 918 middle school students and one of their parents who is their primary caregivers,and Study 2 included 862 middle school students and one of their parents who is their primary caregivers.Six questionnaires were utilized,including Adolescent Risk-taking Questionnaire,Parental Psychological Flexibility Questionnaire,Parent-child Cohesion Questionnaire,Parent-child Conflict Questionnaire,Middle School Students’ Self-control Ability Questionnaire and Middle School Students’ Teacher-student Relationship Questionnaire,to investigate the general condition of risk-taking behavior,parent-child relationship,self-control,teacher-student relationship among the participants and their parents’ parenting psychological flexibility,and meanwhile to explore the internal influence mechanism between those factors.The results are as follows:（1）There are differences in demographic variables among adolescent risk-taking behavior,parent-child relationship（parent-child cohesion and parent-child conflict）,self-control and teacher-student relationships.Firstly,from the perspective of gender differences: the incidence of boys’ risk-taking behavior and parent-child conflict are significantly higher than that of girls;girls’ level of parent-child cohesion and self-control is significantly higher than that of boys;while in terms of teacher-student relationship,there are no significant differences between boys and girls.Secondly,from the perspective of grade differences: as the grade level increases,the overall risk-taking behavior and parent-child conflict among adolescents tend to increase;while the self-control ability and the level of teacher-student relationship tend to decrease,namely,the higher the level of grade,the more adolescent risk-taking behavior and parent-child conflict,the worse self-control and teacher-student relationship;however,there are no significant differences in parent-child cohesion among different grade students.（2）Parents’ psychological flexibility has significantly differences across age and literacy groups.First,in terms of age differences,parents in the 35-44 age group have significantly higher parenting flexibility than those in the 25-34 and 45-55 age groups.Second,with regard to the difference in education level,parents with bachelor’s degree or above have significantly higher parenting flexibility than parents with specialist degree or below.（3）There is a significant negative association between parenting psychological flexibility and adolescent risk-taking behavior.（4）Parent-child relationship partially mediates the relationship between parenting psychological flexibility and adolescent risk-taking behavior.Namely,parenting psychological flexibility negatively predicts adolescent risk-taking behavior through two dimensions of parent-child relationships（parent-child cohesion and parent-child conflict）,and compared to parent-child conflict,parent-child cohesion has a greater mediating effect.（5）Parent-child relationship and self-control play a mediating role between parenting psychological flexibility and adolescent risk-taking behavior,in which self-control has the greatest mediating effect.（6）Teacher-student relationships,as moderating variables,influence the relationship between self-control and adolescent risk-taking behavior.As the level of teacher-student relationship increases,the negative predictive effect of parenting psychological flexibility on adolescent risk-taking behavior diminishes.This suggests that parenting psychological flexibility can influence the development of adolescents’ self-control through parent-child relationships（parent-child cohesion and parentchild conflict）and ultimately affect their risk-taking behaviors.Moreover,the teacher-student relationship,as a key factor within the school,can moderate the mechanisms of familial factors and individual factors on adolescents’ risk-taking behaviors.Therefore,it is necessary to intervene in adolescent risk-taking behaviors from three aspects including school,family and individual.Only by realizing the multi-party linkage of parents and teachers can effectively achieve the purpose of curbing the risk-taking behavior among adolescents. |
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