Role of class relationship in the influence of perceived discrimination on pro-social behavior of left-behind junior middle school students
Objective To examine the Longitudinal influence of perceived discrimination on pro-social behavior of left alone junior middle school students and to explore the longitudinal mediating role of teacher-student relationship and classmate relation-ship,so as to provide a reference for improving pro-social behavior of left-behind junior middle school students.Methods The Perceived Discrimination Questionnaire,Teacher-Student Relationship Questionnaire,Classmate Relationship Questionnaire and Prosocial Behavior Questionnaire were used to conduct two follow up surveys on 930 left-behind junior middle school students in Guizhou Province at two time points,in mid-November 2021(T1)and mid-May 2022(T2).Deviation corrected Bootstrap method was used to examine the mediating effect of T2 teacher-student relationship and T2 classmate relationship on the impact of Tl dis-crimination perception on T2 pro-social behavior.Results The perceptions of discrimination,teacher-student relationship,classmate relationship,and pro-social behavior scores of the left-behind junior high school students were(1.98±0.94)(4.13±0.77)(3.54±0.91)(3.52±0.75)for T1,and(3.98±0.83)(3.42±0.86)(3.48±0.72)for teacher-student relationship,classmate relation-ships and pro-social behavior scrores of T2.After controlling for gender,age and self-assessment of family economic status,T1 per-ceived discrimination negatively predicted T2 pro-social behavior(β=-0.07);and T1 perceived discrimination indirectly influenced T2 pro-social behavior through T2 teacher-student relationship,and mediated effect value was-0.02(95％CI=-0.02 to-0.01);and T1 perceived discrimination indirectly influenced T2 pro-social behavior through T2 classmate relationship,mediated effect was-0.03(95％CI=-0.05 to-0.02)(P＜0.05).Conclusions Perceived discrimination not only directly reduces pro-social behavior of left-behind junior middle school students,but also indirectly and negatively affects pro-social behavior of left alone junior middle school students by reducing teacher-student relationship and classmate relationship.
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