ArticleFrontiers in psychology2026
Family resources and externalizing problem behaviors among "lads" in township junior high schools: the role of positive youth development and peers' positive moral character.
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: Given the increasing occurrence of gang-like violent incidents in township junior high schools, investigating strategies for reducing the externalizing problem behaviors of "lads" (peer groups characterized by disruptive and delinquent tendencies) has emerged as a critical concern. Objectives: The purpose of this study was to examine the relationship between family resources and externalizing problem behaviors among "lads" in township junior high schools, the mediating effect of positive youth development, and the moderating effect of peers' positive moral character. Methods: By convenient sampling, 608 "lads" from 15 township junior high schools in China completed the self-report questionnaires, including Family Resource Scale, Positive Youth Development Scale, Positive Moral Character Scale and Externalizing Problem Behavior Scale. A cross-sectional research design was conducted to test the moderated mediation model. Results: (1) Family resources negatively predict externalizing problem behaviors among "lads." (2) Positive youth development mediates the relationship between family resources and externalizing problem behaviors among "lads." (3) Peers' positive moral character positively moderates the effects of family resources on both positive youth development and externalizing problem behaviors among "lads." Higher levels of peers' positive moral character strengthen the positive effect of family resources on positive youth development and the protective effect of family resources on externalizing problem behaviors. Conclusion: Both family resources and positive youth development serve as key protective factors against externalizing problem behaviors among "lads" in township junior high schools. The results indicate that educators can design interventions for these students based on positive youth development theory, which highlights the importance of resources and strengths.
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