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Background <p>This study applies the scenario method to investigate the impact of a child-friendly social environment on children’s life satisfaction and further considers the role of virtue of humanity in light of the growing emphasis on positive psychological education.</p> Methods <p>In a Chinese city dedicated to child-friendly initiatives, three schools located in economically developed districts were selected for the study. Within these schools, two to four classes from grades three through six were randomly selected. Within each grade, classes were randomly assigned to either a positive or a negative scenario group. Baseline equivalence between groups was tested, followed by t-tests and linear regression models to assess the effects of social environment. Interaction effect analysis and mediation analysis using the bootstrap method were used to examine the role of the virtue of humanity.</p> Results <p>The demographic characteristics of the positive and negative groups were largely comparable, except for differences in co-residence with grandparents. The baseline class climate was higher in the negative group (t = 3.60, <i>p</i> &lt; 0.001). After the scenario simulation trial, children in the positive scenario group reported significantly greater life satisfaction than those in the negative group (t = -23.15, <i>p</i> &lt; 0.001). After adjusting for covariate variables and virtue of humanity, positive social environment contributed to better life satisfaction (B = 2.75, β = 0.26, <i>p</i> &lt; 0.001), and 50.61% of the effect of social environmental scenarios on life satisfaction was mediated by virtue of humanity (indirect effect = 2.81, 95% CI: 2.56—3.07). Kindness, sincerity, and social vitality each moderated the association between social environment and life satisfaction. The grade-level subgroup analysis indicated that a child-friendly social environment was consistently positively related to children’s life satisfaction, but the role of the virtue of humanity varied across grades.</p> Conclusions <p>The findings highlight the potential benefits of a child-friendly social environment for children’s life satisfaction through a scenario simulation trial. The virtue of humanity may play both mediating and moderating roles in the relationship between the social environment and children’s life satisfaction. Thus, enhancing children’s life satisfaction requires not only fostering a supportive social environment but also integrating positive psychological education.</p>

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Effect of child-friendly social environment on the improvement of children’s life satisfaction: based on scenario simulation trial

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月10日

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  • Meijie Chu,
  • Baoyi Zeng,
  • Yi-Tsen Lai,
  • Yi-Chen Chiang

摘要

Background

This study applies the scenario method to investigate the impact of a child-friendly social environment on children’s life satisfaction and further considers the role of virtue of humanity in light of the growing emphasis on positive psychological education.

Methods

In a Chinese city dedicated to child-friendly initiatives, three schools located in economically developed districts were selected for the study. Within these schools, two to four classes from grades three through six were randomly selected. Within each grade, classes were randomly assigned to either a positive or a negative scenario group. Baseline equivalence between groups was tested, followed by t-tests and linear regression models to assess the effects of social environment. Interaction effect analysis and mediation analysis using the bootstrap method were used to examine the role of the virtue of humanity.

Results

The demographic characteristics of the positive and negative groups were largely comparable, except for differences in co-residence with grandparents. The baseline class climate was higher in the negative group (t = 3.60, p < 0.001). After the scenario simulation trial, children in the positive scenario group reported significantly greater life satisfaction than those in the negative group (t = -23.15, p < 0.001). After adjusting for covariate variables and virtue of humanity, positive social environment contributed to better life satisfaction (B = 2.75, β = 0.26, p < 0.001), and 50.61% of the effect of social environmental scenarios on life satisfaction was mediated by virtue of humanity (indirect effect = 2.81, 95% CI: 2.56—3.07). Kindness, sincerity, and social vitality each moderated the association between social environment and life satisfaction. The grade-level subgroup analysis indicated that a child-friendly social environment was consistently positively related to children’s life satisfaction, but the role of the virtue of humanity varied across grades.

Conclusions

The findings highlight the potential benefits of a child-friendly social environment for children’s life satisfaction through a scenario simulation trial. The virtue of humanity may play both mediating and moderating roles in the relationship between the social environment and children’s life satisfaction. Thus, enhancing children’s life satisfaction requires not only fostering a supportive social environment but also integrating positive psychological education.