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<p>Drawing from the perspective of transfer theory, this study explored the relationship between the perceived descriptive norms for bullying intervention (PDN-BI) and adolescent future prosocial risky behavior (PRB), as well as the moderating role of social-emotional competence. Two waves of data were collected from 1,308 junior high school students (aged 11–15, <i>M</i> = 13.06, <i>SD</i> = 0.62) in China at one-year intervals. The findings revealed a U-shaped relationship between PDN-BI at Time 1 and adolescent PRB at Time 2. The findings also indicated the moderating role of social-emotional competence in the U-shaped relationship, including turning point and steepness. This study supports the spillover effects of PDN-BI’s influence, challenges the traditional linear relationship results between descriptive norms and prosocial behavior, and provides new insights into how social identity theory and the bystander effect theory operate within the domain of PRB. Moreover, the findings offer new ideas for interventions to enhance adolescent PRB.</p>

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U-Shaped Relationship Between Perceived Descriptive Norms for Bullying Intervention and Adolescents’ Prosocial Risky Behavior: Social-Emotional Competence as a Moderator

  • 期刊论文

  • 发表日期：

    2026年7月22日

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  • Tiantian Wu,
  • Jun Sung Hong,
  • Yongping Zhao

摘要

Drawing from the perspective of transfer theory, this study explored the relationship between the perceived descriptive norms for bullying intervention (PDN-BI) and adolescent future prosocial risky behavior (PRB), as well as the moderating role of social-emotional competence. Two waves of data were collected from 1,308 junior high school students (aged 11–15, M = 13.06, SD = 0.62) in China at one-year intervals. The findings revealed a U-shaped relationship between PDN-BI at Time 1 and adolescent PRB at Time 2. The findings also indicated the moderating role of social-emotional competence in the U-shaped relationship, including turning point and steepness. This study supports the spillover effects of PDN-BI’s influence, challenges the traditional linear relationship results between descriptive norms and prosocial behavior, and provides new insights into how social identity theory and the bystander effect theory operate within the domain of PRB. Moreover, the findings offer new ideas for interventions to enhance adolescent PRB.