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Prosocial Behavior (prosocial + behavior)
Selected AbstractsA Latent Growth Curve Analysis of Prosocial Behavior Among Rural AdolescentsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2007Gustavo Carlo The present study was designed to investigate stability and changes in prosocial behavior and the parent and peer correlates of prosocial behavior in rural adolescents. Participants were from a rural, low SES community in the Eastern United States. The participants were in 7th, 8th, and 9th grades at Time 1 and 10th, 11th, and 12th grades at Time 4, and completed measures of prosocial behavior and quality of parent and peer relationships. Latent growth curve modeling revealed that despite moderate stability in individual differences in prosocial behavior and slight increases in quality of peer and parent relationships, level of prosocial behavior declined until late high school with a slight rebound in grade 12. Furthermore, increases in the quality of peer relationships predicted decreases in prosocial behavior for girls but not boys. Discussion focuses on continuity and change in prosocial behavior and the gender-based relations between quality of parent and peer relationships and prosocial behaviors in adolescence. [source] Trajectories of Prosocial Behavior and Physical Aggression in Middle Childhood: Links to Adolescent School Dropout and Physical ViolenceJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2006Katja Kokko Trajectories of prosocial behavior and physical aggression between 6 and 12 years of age were identified for a sample (N=1,025) of males. The trajectories were then used to predict school dropout and physical violence at age 17. Using a group-based semi-parametric method, two trajectories of prosociality (low and moderate declining) and three trajectories of physical aggression (low, moderate, and high declining) were obtained. Only a small minority (3.4%) of the boys were characterized by both high aggression and moderate prosociality. Physical aggression predicted both school dropout and physical violence, but contrary to expectations, prosocial behavior did not have additive or protective effects. [source] Peer Group Status as a Moderator of Group Influence on Children's Deviant, Aggressive, and Prosocial BehaviorCHILD DEVELOPMENT, Issue 4 2007Wendy E. Ellis Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age = 12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context. [source] Altruism, prudence, and theory of mind in preschoolersNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 103 2004Chris Moore Prosocial behavior requires both conceptual and motivational components. A full account of the development of prosocial behavior requires attention to the acquisition of both theory of mind and the tendency to organize action toward the interests of others and the future self. [source] The Role of Maternal Affect Mirroring on Social Expectancies in Three-Month-Old InfantsCHILD DEVELOPMENT, Issue 5 2001Maria Legerstee The role of maternal affect mirroring on the development of prosocial behaviors and social expectancies was assessed in forty-one 2- to 3-month-old infants. Prosocial behavior was characterized as infants' positive behavior and increased attention toward their mothers. Social expectancies were defined as infants' expectancy for affective sharing. Mothers and infants were observed twice, approximately 1 week apart. During Visit 1, mothers and infants were videotaped while interacting over television monitors for 3 min. During Visit 2, infants engaged in a live, 3-min interaction with their mothers over television monitors (live condition) and they also viewed a replay of their mothers' interaction from the preceding week (replay condition). The order of conditions was counterbalanced. Maternal affect mirroring was measured according to the level of attention maintenance, warm sensitivity, and social responsiveness displayed. A natural split was observed with 58% of the mothers ranking high and 42% ranking low on these affect mirroring measures (HAM and LAM, respectively). Infants in the HAM group ranked high on prosocial behaviors and social expectancy , they discriminated between live and replay, conditions with smiles, vocalizations, and gazes. Infants in the LAM group ranked low on these variables , they gazed longer during the live condition than during the replay condition, but only when the live condition was presented first; however, they did not smile or vocalize more. These findings indicate that there is a relation between affect mirroring and social expectancies in infants. [source] Moral prototypes and moral behavior: Specific effects on emotional precursors of moral behavior and on moral behavior by the activation of moral prototypesEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 6 2010Silvia Osswald The present studies investigated the extent to which three basic moral prototypes, "just," "brave", and "caring", are related to moral, prosocial behavior. In five studies, we tested (a) whether people would associate three basic types of moral behavior (helping behavior, moral courage, and heroism) with three moral prototypes, and (b) whether specific emotional precursors of moral behavior and moral behavior itself could be promoted by activating the respective moral prototype. As expected, Studies 1,3 revealed that people associated helping behavior with the caring prototype, moral courage with the just prototype, and heroism with the brave prototype. Studies 4 and 5 showed that the activation of the three prototypes differentially influenced emotional precursors of the three types of moral behavior (Study 4) as well as actual moral behavior (Study 5). Thus, the five studies revealed that people associate different moral behaviors with different moral prototypes and that a certain moral behavior can be activated by the priming of the related prototype. Copyright © 2010 John Wiley & Sons, Ltd. [source] Comparison of Web-Based versus Paper-and-Pencil Self-Administered Questionnaire: Effects on Health Indicators in Dutch AdolescentsHEALTH SERVICES RESEARCH, Issue 5p1 2008Petra M. Van De Looij-Jansen Objective. The aim of this study is to investigate differences in responses related to (mental) health and behavior between two methods of data collection: web-based (web) and paper-and-pencil (p&p). Study Design. Within each participating school all third-grade classes (mainly 14,15-year-old pupils) were randomly assigned to either the Internet condition (n=271) or the paper-and-pencil condition (n=261). Principal Findings. Significant but small differences were found for the strengths and difficulties subscales "emotional symptoms" (p&p>web) and "prosocial behavior" (p&p>web), and carrying a weapon (web>p&p). Perceived level of privacy and confidentiality did not differ between the two modes. Conclusions. The findings suggest that in a controlled school setting, web-based administration of health indicators yields almost the same results as paper-and-pencil administration. To generalize these findings, we recommend repeated studies in other populations and settings. [source] The Performer's Reactions to Procedural Injustice: When Prosocial Identity Reduces Prosocial Behavior1JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 2 2009Adam M. Grant Considerable research has examined how procedural injustice affects victims and witnesses of unfavorable outcomes, with little attention to the "performers" who deliver these outcomes. Drawing on dissonance theory, we hypothesized that performers' reactions to procedural injustice in delivering unfavorable outcomes are moderated by prosocial identity,a helping-focused self-concept. Across 2 experiments, individuals communicated unfavorable outcomes decided by a superior. Consistent with justice research, when prosocial identities were not primed, performers experienced greater negative affect and behaved more prosocially toward victims when a superior's decision-making procedures were unjust. Subtly activating performers' prosocial identities reversed these reactions. Results highlight how roles and identities shape the experience and delivery of unfavorable outcomes: When procedures are unjust, prosocial identity can reduce prosocial behavior. [source] Current Approaches to the Assessment and Management of Anger and Aggression in Youth: A ReviewJOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 4 2007APRN-BC, Christie S. Blake RN BACKGROUND:,Anger and its expression represent a major public health problem for children and adolescents today. Prevalence reports show that anger-related problems such as oppositional behavior, verbal and physical aggression, and violence are some of the more common reasons children are referred for mental health services. METHODS:,An extensive review of the literature was conducted using the following online search engines: Cochrane, MEDLINE, PsychINFO, and PubMed. Published and unpublished articles that met the following criteria were included in the review: (a) experimental or quasi-experimental research designs; (b) nonpharmacologic, therapy-based interventions; and (c) study participants between 5 and 17 years of age. RESULTS:,Cognitive-behavioral and skills-based approaches are the most widely studied and empirically validated treatments for anger and aggression in youth. Commonly used therapeutic techniques include affective education, relaxation training, cognitive restructuring, problem-solving skills, social skills training, and conflict resolution. These techniques, tailored to the individual child's and/or family's needs, can foster the development of more adaptive and prosocial behavior. [source] Aggressive and prosocial children's emotion attributions and moral reasoningAGGRESSIVE BEHAVIOR, Issue 1 2009Tina Malti Abstract Aggressive and prosocial children's emotion attributions and moral reasoning were investigated. Participants were 235 kindergarten children (M=6.2 years) and 136 elementary-school children (M=7.6 years) who were selected as aggressive or prosocial based on (kindergarten) teacher ratings. The children were asked to evaluate hypothetical rule violations, attribute emotions they would feel in the role of the victimizer, and justify their responses. Compared with younger prosocial children, younger aggressive children attributed fewer negative emotions and were more likely to provide sanction-oriented justifications when evaluating rule violations negatively. Furthermore, age-, gender- and context-effects in moral development occurred. The context-effects included both effects of transgression type (i.e., prosocial morality vs. fairness) on emotion attributions and moral reasoning and the effects of the context of moral evaluation and emotion attribution on moral reasoning. Findings are discussed in terms of the role of emotion attributions and moral reasoning as antecedents of children's aggressive and prosocial behavior. Aggr. Behav. 35:90,102, 2009. © 2008 Wiley-Liss, Inc. [source] A Latent Growth Curve Analysis of Prosocial Behavior Among Rural AdolescentsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2007Gustavo Carlo The present study was designed to investigate stability and changes in prosocial behavior and the parent and peer correlates of prosocial behavior in rural adolescents. Participants were from a rural, low SES community in the Eastern United States. The participants were in 7th, 8th, and 9th grades at Time 1 and 10th, 11th, and 12th grades at Time 4, and completed measures of prosocial behavior and quality of parent and peer relationships. Latent growth curve modeling revealed that despite moderate stability in individual differences in prosocial behavior and slight increases in quality of peer and parent relationships, level of prosocial behavior declined until late high school with a slight rebound in grade 12. Furthermore, increases in the quality of peer relationships predicted decreases in prosocial behavior for girls but not boys. Discussion focuses on continuity and change in prosocial behavior and the gender-based relations between quality of parent and peer relationships and prosocial behaviors in adolescence. [source] Trajectories of Prosocial Behavior and Physical Aggression in Middle Childhood: Links to Adolescent School Dropout and Physical ViolenceJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2006Katja Kokko Trajectories of prosocial behavior and physical aggression between 6 and 12 years of age were identified for a sample (N=1,025) of males. The trajectories were then used to predict school dropout and physical violence at age 17. Using a group-based semi-parametric method, two trajectories of prosociality (low and moderate declining) and three trajectories of physical aggression (low, moderate, and high declining) were obtained. Only a small minority (3.4%) of the boys were characterized by both high aggression and moderate prosociality. Physical aggression predicted both school dropout and physical violence, but contrary to expectations, prosocial behavior did not have additive or protective effects. [source] Altruism, prudence, and theory of mind in preschoolersNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 103 2004Chris Moore Prosocial behavior requires both conceptual and motivational components. A full account of the development of prosocial behavior requires attention to the acquisition of both theory of mind and the tendency to organize action toward the interests of others and the future self. [source] Ape behavior in two alternating environments: comparing exhibit and short-term holding areasAMERICAN JOURNAL OF PRIMATOLOGY, Issue 11 2010S.R. Ross Abstract In many facilities, primates are voluntarily transferred between different enclosures on a daily basis to facilitate animal husbandry and exhibit maintenance. This procedure is particularly relevant in the management of great apes living in zoos, where the requirements of functional management must be balanced with the desire to maintain enriching and naturalistic exhibit enclosures that benefit ape residents and attract the visiting public. In these settings, examinations of ape behavior and welfare typically focus exclusively on activity in the primary exhibit area. However, physical, social and sensory experiences unique to each area may shape different patterns of behavior. In the current study, zoo-living chimpanzees and gorillas were moved each day from exhibit areas to off-exhibit holding areas for a short duration as a part of regular management procedures. Behavioral data indicated species-specific reactions to the holding area, including increased aggression and self-directed behavior by chimpanzees and increased activity and prosocial behavior among gorilla subjects. Both species showed more feeding-foraging behavior while in the exhibit enclosure. Results suggest that holding areas may not meet all behavior needs of captive great apes and demonstrate the importance of including all components of the captive enclosure in comprehensive analyses of great ape behavior and welfare. Am. J. Primatol. 72:951,959, 2010. © 2010 Wiley-Liss, Inc. [source] Peer Group Status as a Moderator of Group Influence on Children's Deviant, Aggressive, and Prosocial BehaviorCHILD DEVELOPMENT, Issue 4 2007Wendy E. Ellis Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age = 12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context. [source] Religiousness, Antisocial Behavior, and Altruism: Genetic and Environmental MediationJOURNAL OF PERSONALITY, Issue 2 2007Laura B. Koenig ABSTRACT Although religiousness is considered a protective factor against antisocial behaviors and a positive influence on prosocial behaviors, it remains unclear whether these associations are primarily genetically or environmentally mediated. In order to investigate this question, religiousness, antisocial behavior, and altruistic behavior were assessed by self-report in a sample of adult male twins (165 MZ and 100 DZ full pairs, mean age of 33 years). Religiousness, both retrospective and current, was shown to be modestly negatively correlated with antisocial behavior and modestly positively correlated with altruistic behavior. Joint biometric analyses of religiousness and antisocial behavior or altruistic behavior were completed. The relationship between religiousness and antisocial behavior was due to both genetic and shared environmental effects. Altruistic behavior also shared most all of its genetic influence, but only half of its shared environmental influence, with religiousness. [source] A Latent Growth Curve Analysis of Prosocial Behavior Among Rural AdolescentsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2007Gustavo Carlo The present study was designed to investigate stability and changes in prosocial behavior and the parent and peer correlates of prosocial behavior in rural adolescents. Participants were from a rural, low SES community in the Eastern United States. The participants were in 7th, 8th, and 9th grades at Time 1 and 10th, 11th, and 12th grades at Time 4, and completed measures of prosocial behavior and quality of parent and peer relationships. Latent growth curve modeling revealed that despite moderate stability in individual differences in prosocial behavior and slight increases in quality of peer and parent relationships, level of prosocial behavior declined until late high school with a slight rebound in grade 12. Furthermore, increases in the quality of peer relationships predicted decreases in prosocial behavior for girls but not boys. Discussion focuses on continuity and change in prosocial behavior and the gender-based relations between quality of parent and peer relationships and prosocial behaviors in adolescence. [source] Dispositional and Organizational Influences on Sustained Volunteerism: An Interactionist PerspectiveJOURNAL OF SOCIAL ISSUES, Issue 3 2002Louis A. Penner Community service often involves sustained prosocial actions by individuals. This article focuses on one kind of such actions, volunteerism. Volunteerism involves long,term, planned, prosocial behaviors that benefit strangers, and usually occur in an organizational setting. A selective review of the literature on the correlates of volunteerism is presented. One part of the review concerns the relationship between dispositional variables and volunteerism; it includes new data from an on,line survey that show significant relationships among personality traits, religiosity, and volunteer activities. The other part concerns how organizational variables, alone and in combination with dispositional variables, are related to volunteerism. A theoretical model of the causes of sustained volunteerism is presented and the practical implications of this model are discussed. [source] Are social competence difficulties caused by performance or acquisition deficits?PSYCHOLOGY IN THE SCHOOLS, Issue 4 2007The importance of self-regulatory mechanisms We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that prosocial behaviors as well as inappropriate behaviors exist comorbidly in behavioral repertoires, supporting a performance rather than acquisition model of social competence difficulties. In Study 2, an ABAC design was used to examine the efficacy of a self-management intervention with noncontingent (B) and contingent (C) reinforcement for three elementary aged boys with EBD. Generalization was demonstrated in natural settings for the contingent reinforcement phase only, but was not observed over time. Study 3 replicated Study 2's procedures using an ABAC multiple baseline across participants design with a sample of adolescents with varying degrees of mental retardation. Two of the three participants responded favorably to the self-monitoring training and showed marked improvements in prosocial play skills during recess; for the third participant, no behavioral changes were observed. Results from all three studies are discussed from a social learning theory perspective. The efficacy of the data collecting procedure and implications of the results are discussed. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 351,372, 2007. [source] Telencephalic binding sites for oxytocin and social organization: A comparative study of eusocial naked mole-rats and solitary cape mole-ratsTHE JOURNAL OF COMPARATIVE NEUROLOGY, Issue 10 2010Theodosis Kalamatianos Abstract African mole-rats provide a unique taxonomic group for investigating the evolution and neurobiology of sociality. The two species investigated here display extreme differences in social organization and reproductive strategy. Naked mole-rats (NMRs) live in colonies, dominated by a queen and her consorts; most members remain nonreproductive throughout life but cooperate in burrowing, foraging, and caring for pups, for which they are not biological parents (alloparenting). In contrast, Cape mole-rats (CMRs) are solitary and intolerant of conspecifics, except during fleeting seasonal copulation or minimal maternal behavior. Research on other mammals suggests that oxytocin receptors at various telencephalic sites regulate social recognition, monogamous pair bonding, and maternal/allomaternal behavior. Current paradigms in this field derive from monogamous and polygamous species of New World voles, which are evolutionarily remote from Old World mole-rats. The present findings indicate that NMRs exhibit a considerably greater level of oxytocin receptor (OTR) binding than CMRs in the: nucleus accumbens; indusium griseum; central, medial, and cortical amygdaloid nuclei; bed nucleus of the stria terminalis; and CA1 hippocampal subfield. In contrast, OTR binding in the piriform cortex is intense in CMRs but undetectable in NMRs. We speculate that the abundance of OTR binding and oxytocin-neurophysin-immunoreactive processes in the nucleus accumbens of NMRs reflects their sociality, alloparenting behavior, and potential for reproductive attachments. In contrast, the paucity of oxytocin and its receptors at this site in CMRs may reflect a paucity of prosocial behaviors. Whether similarities in OTR expression between eusocial mole-rats and monogamous voles are due to gene conservation or convergent evolution remains to be determined. J. Comp. Neurol. 518:1792,1813, 2010. © 2009 Wiley-Liss, Inc. [source] Biological Sensitivity to Context: The Interactive Effects of Stress Reactivity and Family Adversity on Socioemotional Behavior and School ReadinessCHILD DEVELOPMENT, Issue 1 2010Jelena Obradovi This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and emotional challenges. Adaptation was assessed using child, parent, and teacher reports of externalizing symptoms, prosocial behaviors, school engagement, and academic competence. Results revealed significant interactions between reactivity and adversity. High stress reactivity was associated with more maladaptive outcomes in the context of high adversity but with better adaption in the context of low adversity. The findings corroborate a reconceptualization of stress reactivity as biological sensitivity to context by showing that high reactivity can both hinder and promote adaptive functioning. [source] The Role of Maternal Affect Mirroring on Social Expectancies in Three-Month-Old InfantsCHILD DEVELOPMENT, Issue 5 2001Maria Legerstee The role of maternal affect mirroring on the development of prosocial behaviors and social expectancies was assessed in forty-one 2- to 3-month-old infants. Prosocial behavior was characterized as infants' positive behavior and increased attention toward their mothers. Social expectancies were defined as infants' expectancy for affective sharing. Mothers and infants were observed twice, approximately 1 week apart. During Visit 1, mothers and infants were videotaped while interacting over television monitors for 3 min. During Visit 2, infants engaged in a live, 3-min interaction with their mothers over television monitors (live condition) and they also viewed a replay of their mothers' interaction from the preceding week (replay condition). The order of conditions was counterbalanced. Maternal affect mirroring was measured according to the level of attention maintenance, warm sensitivity, and social responsiveness displayed. A natural split was observed with 58% of the mothers ranking high and 42% ranking low on these affect mirroring measures (HAM and LAM, respectively). Infants in the HAM group ranked high on prosocial behaviors and social expectancy , they discriminated between live and replay, conditions with smiles, vocalizations, and gazes. Infants in the LAM group ranked low on these variables , they gazed longer during the live condition than during the replay condition, but only when the live condition was presented first; however, they did not smile or vocalize more. These findings indicate that there is a relation between affect mirroring and social expectancies in infants. [source] | |||||||||||||||||||||||||||||||