The Relationship Between Family Functioning And Prosocial Behavior Of Junior High School Students: The Mediating Role Of Empathy And Perceived Social Support And Educational Implications

Prosocial behavior is an important aspect of the social development of adolescents.Junior high school students are in a critical period of rapid physical and mental development.Cultivating their prosocial behavior during this period is not only conducive to the development of their mental health and the establishment of good interpersonal relationships.It also has far-reaching significance for social harmony.Starting from the influencing factors of prosocial behavior,this study uses family function as the independent variable,prosocial behavior as the dependent variable,and empathy and perceived social support as the mediator variables to construct a chain mediation model to explore the relationship between family function and prosocial behavior and The mechanism of empathy and comprehension of social support between them provides theoretical support for cultivating prosocial behavior of junior high school students.Using the " Family Adaptability and Cohesion Evaluation Scale","Adolescent Prosocial Tendency Scale","Basic Empathy Scale" and " perceived Social Support Scale" as measurement tools,four schools in Xuchang City and Zhoukou City,Henan Province were evaluated.1143 junior high school students in middle school were surveyed,and SPSS25.0 was used to conduct reliability analysis of the scale,and descriptive statistics,independent sample t-test,one-way ANOVA,Pearson correlation analysis and the process plug-in in SPSS were used to conduct data analysis.Mediation test.The research conclusions are as follows:(1)The prosocial behavior of junior high school students was generally at the upper-middle level,and there were significant differences in gender,grade,whether they are single parent families and place of origin;the family function of junior high school students as a whole was at the middle and upper levels,and the differences in grade and whether they are single parent families were significant,and the differences in gender and place of origin were not significant;the overall empathy of junior high school students was at the upper-middle level,with significant differences in gender and grade,but no significant difference in the place of origin and whether they are single parent families;the overall level of perceived social support among junior high school students was at the upper-middle level,with significant gender differences,there were no significant differences in grades,places of origin,and whether they are single parent families;(2)There was a significant correlation between the prosocial behavior,family function,empathy and perceived social support of junior high school students;(3)Empathy played a partial mediating role between family function and prosocial behavior;perceived social support played a partial mediating role between family functioning and prosocial behavior;empathy and perceived social support played a part in the relationship between family function and prosocial behavior act as a chain intermediary.Based on the above research conclusions,the following educational implications are put forward:(1)Families and schools should work together to create a good family environment for junior high school students and strive to improve family functions;(2)Promote the development of the empathy ability of junior high school students in various ways;(3)Provide effective social support and enhance junior high school students’ ability to comprehend social support;(4)Build a home-school-society joint mechanism to improve the pro-social behavior of junior high school students.