ArticleFrontiers in psychology2026
Social support and adolescent normative behavior in the context of rule of law education: the mediating role of educational expectations among Chinese students.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Rule of law education in China emphasizes the cultivation of normative behavior among adolescents, yet the mechanisms through which social support promotes behavioral conformity remain insufficiently understood. Objective: This study examined the relationships among social support, educational expectations, and normative behavior, investigating whether educational expectations mediate the effects of multi-source social support on adolescent normative behavior within the rule of law education context. Methods: Data were obtained from the China Education Panel Survey (CEPS), comprising 18,426 seventh and ninth grade students from 112 schools across 28 county-level units in mainland China. Structural equation modeling with bootstrap resampling (5,000 iterations) was employed to test the hypothesized mediation model, and multi-group analyses examined heterogeneity across gender and residential status. Results: Parental support (β = 0.24, Conclusion: These results yield associational evidence consistent with a goal-protection framework in which educational aspirations are linked with normative behavior, while pointing to the compensatory role played by teacher support in resource-scarce rural settings. Because the design is cross-sectional, causal conclusions cannot be drawn, yet the observed pattern has practical relevance for supporting adolescent behavioral development within the Chinese rule of law education policy environment.
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