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The Relationships between Family, School and Community Support and Boundaries and Student Engagement among Chinese Adolescents

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Abstract

The purpose of the study was to examine the relationships between social support and boundaries from family, school and community and student engagement among Chinese adolescents. Participants were 577 adolescents (53.5% boys) from Shanghai who provided data on student engagement, environmental support and boundaries from family, school and community. Results showed that family, school and community support and boundaries were positively related to two dimensions of student engagement (i.e., behavioral and affective). Several interaction terms were also observed. Specifically, school support strengthened the relationship between community support and behavioral engagement, and family support and affective engagement; school boundary strengthened the relationship between family boundary and affective engagement. Practical implications for the contributions of support and boundaries from family, school and community on student engagement are discussed.

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Acknowledgements

This study was supported by Teaching and Research Section of Shanghai Municipal Education Commission (JX09JC03201601), and the research fund of the School of Social Development and Public Policy at Fudan University.

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Authors and Affiliations

  1. Department of Psychology, Fudan University, 220 Handan Road, Shanghai, 200433, China

    Bin-Bin Chen

  2. University of Bergen, Bergen, Norway

    Nora Wiium

  3. Stockholm University, Stockholm, Sweden

    Radosveta Dimitrova

  4. Youth College, Shanghai Normal University, Shanghai, China

    Ning Chen

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  1. Bin-Bin Chen
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  2. Nora Wiium
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  4. Ning Chen
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Correspondence to Bin-Bin Chen.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Authors declare that they have no conflict of interest.

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Informed consent was obtained from all individual participants included in the study.

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Chen, BB., Wiium, N., Dimitrova, R. et al. The Relationships between Family, School and Community Support and Boundaries and Student Engagement among Chinese Adolescents. Curr Psychol 38, 705–714 (2019). https://doi.org/10.1007/s12144-017-9646-0

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