Family resources and externalizing problem behaviors among “lads” in township junior high schools: the role of positive youth development and peers’ positive moral character

Background: In township junior high schools, “lads” (peer groups characterized by disruptive and delinquent tendencies) are commonly identified by a series of externalizing problem behaviors, which hinder their own and others’ physical and mental development, disrupt the teaching order of schools, and even threaten the social harmony. Given the increasing occurrence of gang-like violent incidents in township junior high schools, investigating strategies for reducing the externalizing problem behaviors of “lads” has emerged as a critical concern. Objective: Based on the positive youth development theory, this study investigates the relationship between family resources and externalizing problem behaviors of “lads” in township junior high schools, the mediating effect of positive youth development, and the moderating effect of peers’ positive moral character. Methods: This study recruited 608 “lads” from township junior high schools. Their characteristics were evaluated using the Family Resources Scale, Positive Youth Development Scale, Positive Moral Character Scale, and Externalizing Problem Behavior Scale. Results: (1) Family resources negatively predict externalizing problem behaviors of “lads” in township junior high schools.(2) Positive youth development mediates the relationship between family resources and externalizing problem behaviors of “lads” in township junior high schools.(3) Peers’ positive moral character positively moderates the relationships between family resources and both positive youth development and externalizing problem behaviors of “lads” in township junior high schools. 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: This study validates the joint protective effect of family, peers, and “lads” themselves on externalizing problem behaviors.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.