The Mother-child Relationship And Pro-social Behavior Of Migrant Children

Prosocial behavior refers to the emotional reactions and behaviors that are in line with social expectations,beneficial to others and society,and beneficial to building a harmonious interpersonal relationship,such as humility,sharing,helping others,comfort,voluntary service,etc.Individual prosocial behavior not only plays a positive role in the growth and development of individuals,but also in the development and progress of the society.In China,children who follow their parents to live in the city because their parents go to work in the city are a huge group.From the familiar environment to the unfamiliar urban life,migrant children are facing the challenge of changing their interpersonal relationship and social situation,which may result in their poor prosocial behavior.The formation of migrant children’ s prosocial behavior is closely related to their families and schools.Previous studies lack of discussion on the influence mechanism of mother-child relationship,father-child relationship and teacher-student relationship on prosocial behavior,Therefore,based on a positive research perspective,this study explores the relationship between variables that affect the prosocial behavior of migrant children,and seeks ways to enhance the prosocial behavior of migrant children.In this study,1817 migrant children from 8 schools and 3 public schools in Beijing were investigated with the adolescent parents’ Peer Attachment Questionnaire,the Student-Teacher Relationship Scale and the Prosocial Behavior Scale,to explore the relationship between the mother-child relationship and the prosocial behavior of migrant children,to examine whether the teacher-student relationship mediated the relation between mother-child relationship and prosocial behavior,and whether the process was moderated by father-child relationship.The results show that:(1)The mother-child relationship,father-child relationship,teacher-student relationship and prosocial behavior of migrant children were significantly different in gender,grade and school type.(2)The teacher-student relationship of migrant children played a mediating role between mother-child relationship and prosocial behavior.The mediating effect value was 0.09,accounting for 29.03% of the total effect.(3)The father-child relationship of migrant children moderated the mediating effect of teacher-student relationship,In the high father-child relationship group,the indirect effect of teacher-student relationship was 0.07,accounting for 21.2% of the total effect;In the low father-child relationship group,the indirect effect of teacher-student relationship is 0.04,accounting for 30.8% of the total effect.(4)The moderated effect of father-child relationship on teacher-student relationship was significant in female group(β=0.06,p<0.05),but not significant in male group(β=0.05,p>0.05);the moderated effect on prosocial behavior was more significant in the female group(β=0.09,p<0.001)than in the male group(β=0.07,p<0.01);The moderated effect of father-child relationship on teacher-student relationship was significant in the second grade of junior middle school(β=0.10,p<0.001),but not significant in the first grade(β=0.04,p>0.05),and the moderated effect on prosocial behavior was more significant in the first grade of junior middle school(β=0.10,p<0.001)than in the second grade(β=0.07,p<0.01).Conclusion: The mother-child relationship of migrant children can not only directly predict their prosocial behavior,but also indirectly predict the prosocial behavior through the intermediary role of teacher-student relationship.At the same time,this intermediary model is regulated by the father-child relationship,and this regulatory role is different in gender and grade.