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Student Misbehavior in Hong Kong: The Predictive Role of Positive Youth Development and School Satisfaction

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  • Rachel C. F. Sun

    (The University of Hong Kong)

Abstract

This study examined the predictive influences of positive youth development and school satisfaction on student misbehavior. The respondents were 1652 Grade 7 students (738 boys and 912 girls) recruited from 13 secondary schools in Hong Kong. Data was collected by a set of validated questionnaires. A predictive model was tested and developed by using structural equation modelling. The results showed that positive youth development (characterized by social competence, emotional competence, cognitive competence, behavioral competence, moral competence, recognition for positive behavior, beliefs in the future, and prosocial norms) positively influenced school satisfaction and reduced student misbehavior. School satisfaction significantly mediated the predictive effect of positive youth development on student misbehavior, particularly among girls. Girls reported having significantly higher levels of school satisfaction, moral competence, prosocial norms, and recognition for their positive behavior, while boys reported having significantly more frequent misbehavior. Off-task disruptive behavior was the most frequent misbehavior among students in Hong Kong. These findings contribute to research on positive youth development, quality of school life and student wellbeing, particularly in the Chinese context. Future research and practical implications for fostering students’ psychosocial competence and school satisfaction for preventing misbehavior were discussed.

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  • Rachel C. F. Sun, 2016. "Student Misbehavior in Hong Kong: The Predictive Role of Positive Youth Development and School Satisfaction," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 11(3), pages 773-789, September.
    • Handle: RePEc:spr:ariqol:v:11:y:2016:i:3:d:10.1007_s11482-015-9395-x
    DOI: 10.1007/s11482-015-9395-x
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