Parenting Journal · Volume 2 · Issue 4 · Licensed source edition
My Teacher and Parents Make Me More Helpful Toward Others: The Sequential Mediating Roles of School Belonging and Prosocial Behavior in Adolescents’ Academic Achievement
Originally published 2026-08-20 · Children
Multidisciplinary Digital Publishing Institute (MDPI) · DOI 10.3390/children13081113 ↗
Editorial reading guide · Kindness
When does my teenager feel they belong enough to help a classmate?
For the Kindness section, this study offers a way to examine young people’s accounts of helping others across family and school contexts.
Who was studied?
523 adolescents reporting on parents, teachers and school belonging
Age / stage: 13–19 years
Read with three questions
- How did the authors investigate young people’s accounts of helping others across family and school contexts?
- Whose report describes the parent, the child and the outcome, and where might those reports differ?
- Did students distinguish the support they receive at home from support they receive from teachers?
Keep the limits in view
The proposed sequence through belonging and helping was evaluated in cross-sectional data. Temporal order remains uncertain.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Gözde Gümüşçağlayan; Gülşah Kıymık; Gökmen Arslan (2026). My Teacher and Parents Make Me More Helpful Toward Others: The Sequential Mediating Roles of School Belonging and Prosocial Behavior in Adolescents’ Academic Achievement Children. https://doi.org/10.3390/children13081113
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.