Parental, peer, and teacher influences on the social behavior of Hong KongChinese adolescents

Intensive interviews and self-report questionnaires were used to investigat e parental, peer, and teacher influences on the prosocial and antisocial be haviors of Hong Kong Chinese adolescents. Students came from 5 academically different high schools. Results indicated that perceived parental influenc e was positively associated with frequency of prosocial behavior and negati vely associated with frequency of delinquent behavior. Students with good r elationships with their parents and peers showed lower frequencies of antis ocial behaviors than did students with bad relationships. Adolescents in di fferent identity statuses (achievement, moratorium, foreclosure, diffusion; E. H. Erikson, 1968) showed different patterns of prosocial and antisocial behaviors. For example, adolescents in the identity achievement group exhi bited high frequencies of prosocial behaviors and low frequencies of antiso cial behaviors, but those in the identity moratorium group exhibited quite high frequencies of both prosocial and antisocial behaviors.