Current status and family and social influencing factors of positive development of elementary and middle school students in Chengdu,China from 2019 to 2020
Objective To understand the current status and influencing factors of positive development in elementary and middle school students,and provide reference strategies and suggestions to promote their positive development.Methods This study employed a cluster random sampling method.From December 2019 to January 2020,a total of 7 666 elementary in grades 3 to 6 and middle school students and their parents from five schools in Chengdu were selected.A self-designed general information questionnaire was used to collect demographic data and relationship closeness information of students and parents.The Chinese Family Assessment Instrument(C-FAI)and the Chinese Positive Youth Development Scale(CPYDS)were used to assess the level of family dysfunction and positive development in students.Multiple linear regression analysis was conducted to identify the influencing factors of positive development in elementary and middle school students.Results This study included 4 522 elementary school students and 3 144 middle school students and their parents.The positive development scores of elementary school students and middle school students were 450.139±53.876 and 430.722±65.167,respectively,with statistically significant differences(F=142.803,P＜0.001).Multiple linear regression analysis showed that low family dysfunction(β=-0.396),high child's perceived relationship with caregivers(β=0.214),and high caregiver's perceived relationship with the child(β=0.074),and women(β=-0.044)were related to higher scores of positive development in elementary students.The scores of positive development in 6th graders were higher than those of 3rd,4th and 5th graders(β values were-0.088,-0.068 and-0.046,respectively).Students with father having a university degree or higher scored higher than those with father having a primary school degree or lower(β=-0.036).Individuals with a monthly family income of ≥10 000 yuan had a higher score than those with a monthly family income of less than 3 000 yuan(β=0.041),and those whose fathers with a childbearing age of 24-29 years had higher scores than those aged 30-34 years(β=-0.032)(P＜0.05 for all).Low family dysfunction(β=-0.341),the children felt that they had a better relationship with their caregivers(β=0.197),and the caregivers'self-perceived a better relationship with their children(β=0.104),lived in urban areas(β=0.043)and grade 7(β=0.091)had higher scores of positive development in middle school students.Students with father's education level of university degree or above had higher scores than those who were in middle school or elementary school or below(β values were-0.072,-0.075,P＜0.05 for all).Conclusions The positive development level of the middle school students was lower than that of the elementary school students,and the influencing factors of positive development in primary and junior high school education were different.Family dysfunction and parent-child relationship had the most significant impact on the positive development level of the elementary and middle school students.When planning educational courses,educators and related professionals can target middle students with high levels of family dysfunction,poor parent-child relationships,and low-educated fathers,especially those in senior grades or who live in rural areas.Boys,students in lower grades,and students with lower family monthly income in elementary school,need to receive more attention and help.Targeted intervention measures should be developed by understanding the students'individual and family characteristics to promote students'positive development.
Positive youth developmentFamily functioningElementary and middle school studentsSurvey researchRegression analysis
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