Original Research ARTICLE
Parental psychological control and adolescent aggressive behavior: Deviant peer affiliation as a mediator and school connectedness as a moderator
- 1School of Education, Guangzhou University, China
- 2School of Psychology, South China Normal University, China
Abundant evidence has demonstrated an association between parental psychological control and adolescent aggressive behavior. However, the mediating and moderating mechanisms underlying this relation are still under-investigated. Grounded in the social development model and stress-buffering model, this study investigated whether deviant peer affiliation mediates the relation between parental psychological control and adolescent aggressive behavior, and whether this indirect link is moderated by school connectedness. A total of 4265 adolescents (Meanage = 13.66 years, SD = 2.74, 48.63% male) from southern China completed questionnaires regarding parental psychological control, deviant peer affiliation, school connectedness, and aggressive behavior. Structural equation models revealed that the relation between parental psychological control and aggressive behavior is partially mediated by deviant peer affiliation. Moreover, this indirect link was stronger for adolescents with low levels of school connectedness than for those with high levels of school connectedness. This study thus identifies the potential underlying mechanism by which parental psychological control is associated with adolescent aggressive behaviors, which has important implications for theory and prevention.
Keywords: Parental psychological control, deviant peer affiliation, school connectedness, aggressive behavior, Adolescent Development
Received: 24 Aug 2018;
Accepted: 05 Feb 2019.
Edited by:Claudio Longobardi, University of Turin, Italy
Reviewed by:Xia Liu, Beijing Normal University, China
Stefano Comai, Vita-Salute San Raffaele University, Italy
Copyright: © 2019 Tian, Yu, Lin, Lu, Liu and Zhang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Dr. Chengfu Yu, School of Education, Guangzhou University, Guangzhou, China, email@example.com
Prof. Wei Zhang, School of Psychology, South China Normal University, Guangzhou, 510631, Guangdong Province, China, firstname.lastname@example.org