The current study is the first study to emphasize family systems, violent norms, and violent peer association as three domains of the social environment that influence both adolescent violent offending and victimization among Chinese adolescents using a longitudinal sample. Under the framework of cultural spillover theory, the purpose of the current study was to explore how these three factors influenced adolescent violent offending and victimization. A total of 1192 middle and high school students were randomly selected from one of the largest cities in Southwest China. Structural equation model analysis was applied to investigate the direct and indirect effect of violence in the family system on violent offending and victimization. The results indicated that violent offending and victimization overlapped among Chinese adolescents. Violent peer association and acceptance of the violence norm fully mediated the effect of violence in the family system on violent offending, and partially mediated the effect of violence in the family system on violent victimization. In conclusion, adolescents who had experienced violence in their family system were more likely to be exposed to violent peer influences and to accept violent norms, which increased the likelihood of violence perpetration and victimization later in their life.

Introduction: This study evaluated the impact of an integrated general education course—Building a Flourishing Life: Integrating KIPP and Positive Psychology—on the psychological well-being of university students in China. Drawing on the dual frameworks of the Knowledge is Power Program (KIPP) and the VIA character strengths model, the intervention aimed to promote happiness and reduce depression and anxiety.Methods: Using a mixed-methods approach, we collected pre- and post-intervention survey data (N = 116), performed fuzzy-set Qualitative Comparative Analysis (fsQCA) to identify configurational pathways, and applied directed content analysis to qualitative interview responses.Results: Quantitative results showed significant increases in happiness and decreases in depression and anxiety, which highlighted the additive and substitutive roles of strengths-based practices. Qualitative findings reinforced these outcomes. The fsQCA findings showed that no single module was necessary for the observed improvements in psychological well-being. Instead, multiple combinations of modules functioned synergistically.Conclusion: This study contributes to the growing literature on culturally responsive positive education and addresses recent critiques regarding the contextualization of psychological interventions in higher education.