Take you to know the Tibetan adolescents: Their main social relationships and the effect on the prosocial behavior

Abstract

Tibetan adolescents in the Tibet Autonomous Region are gradually becoming the mainstay of the development and construction of the Tibet Autonomous Region and the construction of a harmonious society, and it is necessary to explore the positive attitudes and behaviors of this group. For this reason, this study collected 544 valid teacher-student paired questionnaires through the questionnaire survey method, and based on social support theory, explored the influence of the main social relationships (parent–child, teacher–student, and peer relationships) of Tibetan adolescents on their prosocial behaviors as well as the mechanism underlying this influence. The results showed that (1) the main social relationships of Tibetan adolescents were unique; (2) the parent–child, teacher–student, and peer relationships of Tibetan adolescents had significant positive effects on their prosocial behaviors and the teacher-student relationship had the greatest effect; (3) social support mediated the relationship between parent–child, teacher–student, and peer relationships of Tibetan adolescents, on the one hand, and their prosocial behaviors on the other; and (4) the psychological resilience of Tibetan adolescents positively moderated the relationship between their parent–child, teacher–student, and peer relationships and social support, while psychological resilience had a positive moderating effect on the mediating effect. This study conducts empirical research based on detailed data on Tibetan adolescents to provide scientific guidance for stimulating positive behaviors in this group. Moreover, based on the social support theory, it helps to understand the mechanisms of the main social relationships of Tibetan adolescents on their prosocial behaviors.