No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Altruistic Emotion, Cognition, and Behavior
... In understanding prosocial emotions, Eisenberg and colleagues (Eisenberg, 1986; see and others (Batson, 1991) have argued that it is important to distinguish between empathy and its related emotional responses (i.e., sympathy, personal distress). Empathy is defined as an affective response that stems from the apprehension or comprehension of another's emotional state or condition; it is typically identical or similar to what the other person is feeling (Eisenberg, Fabes, & Spinrad, 2006). ...
... We, and others, have argued that it is important to distinguish between these emotional responses because empathy and its related emotional responses are thought to be associated with different moral motivations and, consequently, are expected to be differentially related to some morally relevant behaviors, for example, altruistic behavior (Batson, 1998;Eisenberg, 1986;Eisenberg, VanSchyndel, & Spinrad, 2016). Prosocial behavior is defined as voluntary behavior intended to benefit another . ...
... Finally, children's prosocial moral reasoning about dilemmas involving helping or sharing behavior is thought to not only reflect age-related changes in cognition, but also to vary as a function of prosocial emotions, particularly sympathy (Eisenberg, 1986). That is, feelings of concern for others may motivate other-oriented moral judgments. ...
... Allerdings haben sich Außenstehenden nicht dazu entschlossen, nicht zu handeln Eisenberg, 1986;Hoffman, 2000). Kinder, die sympathisch agieren, zeigen dieses Verhalten nachweislich zeitstabil (Kienbaum et al., 2018). ...
... is believed to be a common motive for other-oriented, selfless altruistic actions (e.g., Batson, 1991;Eisenberg, 1986). ...
... Eine erste Verbindung kann zu Eisenberg und Kollegen (2014) gezogen werden, weil dominantaggressiv agierende Kinder und Jugendliche im Gegensatz zu Verteidigern oder Außenstehenden negative Empathie-respektive Sympathiewerte zeigen (Cohen & Strayer, 1996;Warden & Mackinnon, 2003;Strayer & Roberts, 2004;Gini et al., 2007;Jollifee & Farrington, 2011;Barchia & Bussey, 2011). Ein weiteres Argument liefern Sutton und Kollegen (1999) (Batson, 1991;Eisenberg, 1986;Eisenberg et al., 2014;Kienbaum et al., 2018). ...
Warum funktioniert die Aktivierung der Außenstehenden nicht? Oder genauer gefragt: Wieso gelingt es Präventions- wie Interventionsprogrammen nicht, eine große Untergruppe der Antibullies, die zusammen mit Verteidigern insgesamt durchschnittlich 60% einer Schulklasse bilden, so zu befähigen, dass Mobbing vielleicht kaum, aber in jedem Fall schwerer eine Chance hat, sich zu entfalten? Die vorliegende Arbeit hebt zwei wesentliche Aspekte zur Klärung dieser zentralen, international geteilten Forschungsfrage heraus: die Heterogenität der Außenstehenden und die Rolle des Konstruktes Personal Distress. Auf Basis zweier Datensätze (NH=1631, NN=326) von deutschen Siebt- bis Zehntklässlern verschiedener Schultypen werden beide Aspekte und deren Interdependenzen anhand zweier aus bestehender Theorie abgeleiteten Forschungsfragen validiert und anschließend in bestehendes Wissen integriert, um die Bedeutsamkeit wie Grenzen der Erklärungskraft beider Aspekte zu kontrastieren.
... Although researchers have demonstrated empirical relations among dispositional variables and prosocial behavior, a number of authors have tried to explicate the relatively modest magnitude and inconsistencies of these relations (e.g., Eisenberg, 1986;Staub, 1978). One possible explanation for the relatively modest relations is that a number of dispositional variables may be related to a given prosocial behavior and that these relations may be multiplicative in nature. ...
... soning and sympathy have been positively related to prosocial behavior (e.g., Carlo et al., 1991;Eisenberg, 1986;Underwood & Moore, 1982). However, consistent with the general literature relating dispositional variables to behavior, the relations of these variables to prosocial behaviors have been relatively modest. ...
... Developmental changes in the task-relevant dispositional antecedents could explain the developmental changes in a specific prosocial behavior. Furthermore, developmental changes in situation-specific dispositional antecedents could explain the variability in the pattern of age differences across prosocial behaviors (Eisenberg, 1986). For example, there are substantial developmental changes in cooperative resource allocations around 5 years of age (Chao et al., 1986), monetary donations in the 6-8-year age range (this investigation), sharing an object in a fixed time in-terval around 8 years of age (Knight et al., 1993), and proportional equity resource distributions in early adolescence (Hook & Cook, 1979). ...
Researchers have demonstrated that individual differences in prosocial behavior may be a function of dispositional or person variables. However, the observed empirical relations have been relatively modest, perhaps because researchers have most often examined simple additive or single predictor models. The present investigation examined a multiplicative model of the relation of dispositional variables to a prosocial behavior. Eighty-six children between 6 and 9 years old completed a monetary donation task and measures of the general tendency to understand and reason about the affective state of others, to be sympathetic, and to understand the units and value of money. As expected, children who scored high in affective reasoning, sympathy, and money knowledge donated considerably more than children who scored low in any of these dispositional variables.
... Batson et al. argued that one would expect a positive relation between the dispositional indexes of altruism and helping when escape from the emotional stimulus was easy if the helpers were truly altruistic; the correlations between dispositional indexes of altruism and 1 There is much current debate concerning the definition of altruism. In the present study, the definition of altruism used was based on the work of previous researchers (e.g., Eisenberg, 1986;Rushton, 1980;Staub, 1974). Specifically, altruism is defined as voluntary behavior not motivated by the expectation of external rewards or by the avoidance of aversive external stimuli. ...
... To reiterate, on the basis of Batson's (1987) theorizing and findings regarding easy-escape versus difficult-escape situations, if there is an altruistic personality, one would expect to find an association between altruistic personality traits and helping in an easy-escape context. In addition, Eisenberg (1986) has suggested that sympathetic, altruistically motivated individuals might be expected to help more than other persons only if the potential recipient appears to be needy or distressed. If the potential recipient of help does not evoke sympathy and does not appear to be needy, there is little reason to expect altruistic people to assist more than other individuals. ...
... If the potential recipient of help does not evoke sympathy and does not appear to be needy, there is little reason to expect altruistic people to assist more than other individuals. Thus, on the basis of Batson's and Eisenberg's arguments, one would predict that altruistic persons would be most discernible in easy-escape contexts (Batson, 1987), particularly when the other's need is relatively obvious (Eisenberg, 1986). Snyder and Ickes (1985) have suggested an alternative hypothesis regarding when dispositions are most likely to be manifest. ...
Hypotheses concerning the specific contexts in which an altruistic personality might be most apparent were investigated. College students completed questionnaires tapping components of an altruistic personality, emotionality, and social desirability. At a 2nd session, the emotional evocativeness and ease of escape from the helping situation were experimentally manipulated. Ss were exposed to a distressed woman, completed state sympathy and personal distress indexes, and were given an opportunity to assist the woman. High scorers on dispositional altruism were expected to assist most when escape was easy, particularly when the distress cues were obvious. Altruistic and emotionally reactive persons were also expected to help most in a psychologically “weak” environment. Both predictions were supported. The relations between helping and the other predictors were also examined.
... Piaget's and Kohlberg's theory and work has limited direct relevance for the study of prosocial behavior. However, Eisenberg (1979Eisenberg ( , 1986) used some of the assumptions of cognitive developmental theory to construct her stages of prosocial moral reasoning (i.e., the reasoning people use to justify whether or not to help in situations in which one's own needs conflict with those of another in a context in which the role of laws, rules, and norms in regard to helping are minimal). Unlike Kohlberg, Eisenberg does not view all her stages of reasoning as universal or as involving hierarchical integration of lower stages. ...
... Unlike Kohlberg, Eisenberg does not view all her stages of reasoning as universal or as involving hierarchical integration of lower stages. Eisenberg (1986) argued that although sociocognitive development plays an important role in the development of prosocial moral reasoning, affective processes (e.g., sympathy, guilt) and socialization also are primary influences on moral judgment. ...
... The work on prosocial moral reasoning suggests that the reasoning children use to justify prosocial behavior, and quite possibly their motives for prosocial behavior, change in somewhat systematic ways with age. Eisenberg and colleagues (Eisenberg, 1986;Eisenberg et al., 2006) found that preschoolers and early elementary school children tend to justify decisions about prosocial behavior with egoistic hedonistic reasoning or needs-oriented (primitive empathic) prosocial reasoning, reflecting children's orientation to gain for oneself or for the needs of the other person (e.g., helping to be friends with the person, for reciprocation, or due to the needs of the other person). In elementary school, children's reasoning begins to reflect concern with others' approval and enhancing interpersonal relationships (e.g., helping to make parents proud), as well as the desire to behave in stereotypically "good" ways, and hedonistic reasoning declines considerably. ...
Prosociality is a multifaceted concept referring to the many ways in which individuals care about and benefit others. Human prosociality is foundational to social harmony, happiness, and peace; it is therefore essential to understand its underpinnings, development, and cultivation. This handbook provides a state-of-the-art, in-depth account of scientific, theoretical, and practical knowledge regarding prosociality and its development. Its thirty chapters, written by international researchers in the field, elucidate key issues, including: the development of prosociality across infancy, childhood, adolescence, and beyond; the biological, cognitive, emotional, and motivational mechanisms that underlie and influence prosociality; how different socialization agents and social contexts can affect children's prosociality; and intervention approaches aimed at cultivating prosociality in children and adolescents. This knowledge can benefit researchers, students, practitioners, and policy makers seeking to nurture socially responsible, caring youth.
... Peer teasing can serve different functions from prosocial to antisocial, reflecting its paradoxical nature: "teasing criticizes yet compliments, attacks yet makes people closer, humiliates yet expresses affection" (Keltner et al., 1998(Keltner et al., , p. 1231. Youth may tease their peers to express affection and increase interpersonal closeness and intimacy, which-in turn-can strengthen bonds given that the very act of teasing itself communicates the closeness of the individuals involved (Baxter, 1992;Eder et al., 1995;Eisenberg, 1986;Keltner et al., 1998;Mills & Babrow, 2003;Shapiro et al., 1991;Tragesser & Lippman, 2005). Along these lines, teasing has been shown to increase group cohesion, thereby serving a powerful role in the formation of social ties (Keltner et al., 1998). ...
... If a tease does not include 'offrecord' markers that signal to the target the playful nature of the interaction, the friendly intent behind the tease may be mischaracterized (Heerey et al., 2005;Keltner et al., 2001). Perpetrators can convey the playful nature of their tease by using exaggerated facial expressions, a sing-song voice, or winking (Eisenberg, 1986;Keltner et al., 1998). Youth from the studies in this review used this information to determine whether teasing was meant to be playful or not. ...
Peer teasing is a complex, versatile, and universal form of social interaction, common within youth’s peer relationships. Despite its prevalence, a comprehensive understanding of how youth themselves define this interaction, and the myriad features of playful and harmful teasing experience is lacking in the field. The current review aimed to coalesce the evidence detailing youth’s definitions and experiences of teasing from qualitative studies in a two-part systematic review and meta-synthesis. Part 1 of this review applied a conceptual framework of features of teasing (e.g., content, perpetrator, relationship between target and perpetrator) to understand (1) how youth define teasing and (2) the features present in playful versus harmful teasing experiences. In Part 2, additional analysis examined (3) how combinations of teasing features yield playful versus harmful interpretations by youth, (4) how youth conceptualize teasing across development, and (5) which features of teasing are most salient for youth when determining whether teasing “crosses the line” from playful to harmful. A total of 4134 records were screened, of which 35 were included in the review. Using thematic analysis, results in Part 1 indicated that youth defined teasing along a continuum from playful to harmful. There was substantial overlap in the features of harmful and playful teasing (e.g., teasing meant to be playful could still cause harm). Playful teasing was more likely among friends, whereas harmful teasing often focused on appearance and personal characteristics. Further, the experience of positive emotions and relationship benefits were only found in youth’s descriptions of playful teasing experiences whereas harmful teasing experiences incurred relationship damage. In Part 2, analysis revealed that certain combinations of features are important for the differentiation between playful and harmful teasing (e.g., interaction between teasing content, relationship, and context). In terms of developmental patterns, younger children tended to view teasing as primarily harmful whereas adolescents recognized the capacity for play in teasing interactions, especially among friends. Lastly, when determining whether teasing crossed the line from playful to harmful, youth considered key features including the tone and content of the tease, perpetrator identity, whether the teasing was repeated, and whether the tease was intended to—or did—cause harm. Implications for the growing understanding of the complexity and nuance in playful versus harmful teasing are discussed.
... Regardless of their underlying reasons, individuals act in a prosocial way whenever their behaviors are meant to benefit others [1,2]. Such acts (e.g., donating money, volunteering, etc.) can have positive effects for both the helper and the receiver, such as increased well-being and decreased levels of internalizing and externalizing issues among adolescents [3][4][5][6]. ...
... Prosociality refers to the individual tendency to help and benefit others [2,16]. Such a concept encompasses a range of behaviors (e.g., helping others in a material way, psychologically, etc.) which are not necessarily related to the moral values of the individual who performs them [1]. ...
The aim of this study was to analyze the reciprocal effects between prosociality, peer support and psychological well-being using a four-wave longitudinal study and a within-person analytical approach (random intercept cross-lagged panel model, RI-CLPM). A sample of 587 adolescents (males = 308; Mage = 14.23, SD = 0.58) enrolled in the first year of high school (9th grade) were recruited and followed over four years from 2016 (Time 1 [T1]) to 2019 (Time 4 [T4]). Once a year, they filled in a questionnaire measuring prosociality, peer support, and psychological well-being. The results from the RI-CLPM revealed that, at the between-person level, prosociality, peer support and psychological well-being were all positively associated. Conversely, at the within-person level and at all survey points, only psychological well-being positively predicted prosociality one year later. Specifically, we found that adolescents with higher levels of psychological well-being were more likely to show a tendency for prosocial behaviors over time. Promoting interventions aimed at enhancing psychological well-being may make adolescents more likely to engage in positive behaviors, such as prosocial ones, in a variety of contexts, thereby creating favorable social environments.
... Indeed, numerous researchers have hypothesized that individuals who are relatively high on empathy or sympathy are more likely to show prosocial behavior than their peers (e.g. Eisenberg, 1986;Hoffman, 2000). Juveniles who act sympathetic also tend to show this behavior persistently (Kienbaum et al., 2018). ...
... Some research groups even state that empathy is inevitable for the development and activation of highly developed moral reasoning (e.g. Eisenberg, 1986;Eisenberg et al., 2001;Hoffman, 2000). ...
Evaluations evidence that up to now outsiders can’t be targeted effectively to tackle bullying in schools. Neither promoting skills and abilities nor reducing fear aspects result in convincing improvements. Borrowing from the field of developmental psychology and supported by Darley and Latané’s findings on helping behavior, Eisenberg’s research proves personal distress as a source of freezing when empathetic instead of sympathetic responses take over. A linkage between observable outsider behavior and processual insights of bystanding is postulated and examined. 326 8th and 9th graders responded to the Participant Role Questionnaire, sociometric and related measures including the moral disengagement scale and underwent physiological testing to assess stress levels triggered by a 20-minute movie clip on bullying. The results extend existing knowledge on the behavioral level: For one in three, sociometric indexes imply a social detachment from class interactions by general outsiders. However, if outsiders are reported to be close to a bullying episode (situational outsiders), personal distress proves to be a central source to explain their behavior. Implications point to changes in how preventive actions should be adapted.
... La literatura diferencia dos tipos de razonamiento moral: uno orientado a normas y leyes sociales ya establecidas (Kohlberg, 1980), y otro referido al dilema moral prosocial (Eisenberg, 1986) en el que los deseos y necesidades de una persona se oponen a los deseos y necesidades de otras. No obstante, mientras en el primer tipo tiene mayor incidencia la obligación moral del cumplimiento de una norma, en el segundo el alcance de estas leyes derivadas de la autoridad o de las convenciones sociales es mínima (Lemos y Richaud, 2010). ...
... Otras investigaciones han tratado de determinar el origen de las diferencias respecto al RMP en los niños (Eisenberg y Lenon, 1983), encontrando que existen factores asociados a las etapas del desarrollo que favorecen la aparición de un tipo de razonamiento más elaborado. Estudios sobre el razonamiento moral de niños y adolescentes, llevados a cabo por Eisenberg (1986), informan la existencia de una relación negativa entre el tipo de razonamiento hedonista y la conducta prosocial, así como una relación positiva entre el pensamiento reflexivo en los niños y la aparición de conductas prosociales. ...
... Their free responses were recorded. Then they filled out a questionnaire that asked them to rate a number of reasons that children sometimes report for why they might share (derived from Eisenberg, 1986). ...
... The high salience participants first described how they approached the decision to share with their friends-classmates, and their free responses were recorded. Then they filled out a questionnaire that asked them to rate a number of reasons that children sometimes report for why they might share (derived from Eisenberg, 1986), after which they were given the opportunity to donate. ...
Three studies examined the hypothesis that a child's prosocial self-schema predicts prosocial behavior. In Study 1, only self-aware boys showed a self-schema–behavior relation. Study 2 altered both salience of donating opportunity and relationship of recipient to donor. The hypothesized Self-Awareness × Self-Schema interaction was significant, and there were no gender differences. Study 3 systematically manipulated the salience of the donating opportunity. All participants were self-aware. For boys in high and low salience conditions, prosocial self-schema predicted donating behavior. For girls, prosocial self-schema predicted behavior only in the high salience condition. The findings demonstrate that self-schemas can regulate behavior when participants are self-aware. Girls, however, may require higher salience of the donating opportunity for the self-schema to affect their behavior.
... More recently, a distinction has been made between empathy and two closely related cognitive/affective experiences-sympathy and personal distress. In a vein similar to Feshbach (1975), Eisenberg (1986) described empathy as the vicarious experience of another person's emotional state (e.g., emotional matching), but she explicitly distinguished empathy from sympathy. Sympathy involves feelings of concern for another person's situation or emotional state, concern that does not necessarily involve an emotional "match." ...
... Other researchers have distinguished between "other-oriented" empathy and a more "self-oriented" personal distress reaction (Batson, 1990;Batson & Coke, 1981;Davis, 1983;Fultz, Batson, Fortenbach, McCarthy, & Varney, 1986). Batson (1990;Batson et al, 1988), for example, defined empathy more broadly than Eisenberg (1986) to include feelings of sympathy and concern, but he distinguished empathy/sympathy from personal distress, the latter representing an observer's own feel-ings of distress in response to a distressed other. A number of studies demonstrate that this distinction between other-oriented empathy and self-oriented personal distress is empirically useful. ...
The relations among 3 moral affective personality characteristics—shame-proneness, guilt-proneness, and empathic responsiveness—were examined in 4 independent studies of undergraduates. Results indicate that shame and guilt are distinct affective experiences that have important and quite different implications in the interpersonal realm. There was a substantial positive correlation between shame-proneness and guilt-proneness. Nonetheless, as predicted, other-oriented empathic responsiveness was negatively related to proneness to shame but positively correlated with proneness to guilt. In contrast, an index of more self-oriented personal distress was positively linked to shame-proneness. Taken together, these results add a new dimension to the ugliness of shame but suggest that guilt may not be that bad after all, at least in the interpersonal domain.
... Интент-анализу подверглись 111 комментариев, оставленных к новостным политическим статьям франкоговорящими детьми в возрасте 8-12 лет. Также применена концепция когнитивного конструктивизма морального сознания [Пиаже 2003;2006;Eisenberg 1986;Kohlberg 1984]. ...
... Интересная особенность -дети в своих комментариях, подобно эху, дополняют и вторят друг другу, они не высказывают свою позицию, а дополняют или подтверждают в своих комментариях уже кем-то высказанное мнение. Данный факт также можно объяснить спецификой развития детского мышления, проявлением комфортности [Kohlberg 1984], ориентацией на одобрение и мнение других [Eisenberg 1986]. ...
Modern online media offer online news magazines with commenting options for children from 8 to 12 years old. This paper features children's comments in their relation to the structure of a French-language political news text designed as Inverted pyramid . Children's comments to political news aimed at their age group are a new and unexplored scientific object. The research relied on the concept of cognitive constructivism of moral consciousness and involved such methods as content and intent analyses. Children proved to be active readers of political news: they expressed their opinions on the information presented in such structural elements as Lead , Body , Background , and Tail . The greatest response was triggered by Background , which narrates the facts that influenced the news event. Children usually reacted to information about victims of political events, political protesters, descriptions of life situations they can associate with, and events of global significance.
... It is believed that every art, inquiry, action, and choice aims for some good. Eisenberg (1986) defined kindness as "voluntary, intentional behaviors that benefit another and are not motivated by external factors such as rewards or punishments." Kindness as a virtue reflects an inner, moral compass and our personal choices regarding 'what constitutes being good in everyday life' or 'what constitutes a good life.' ...
Philosophers have reflected on good and evil for centuries. They have pondered the nature of kindness, questioning its definition, its goodness, and the criteria by which it is deemed good. Kindness is defined as help given without expecting anything in return. It is believed that every art, inquiry, action, and choice aims for some good. It is important for pre-service teachers to recognize the significance of the concept of goodness for the development and progress of society before becoming teachers. At the same time, it is essential for them to demonstrate conscious awareness as an indicator of moral development. This paper investigated preservice teachers’ views of kindness. This study adopted phenomenology, which is a qualitative research design. The sample consisted of 30 preservice teachers. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. Participants regarded kindness as positive acts done without expecting anything in return. They believed that we needed kindness for a happier and better world. They stated that educators should be role models who implement various activities to raise their students’ awareness of kindness. They associated kindness with empathy, tolerance, affection, respect, benevolence, compassion, and responsibility. They believed that kindness brought with it social cohesion, prosperity, and solidarity.
... Classical psychological interpretations of prosocial moral reasoning (e .g . Eisenberg, 1986;Eisenberg, Spinrad, Knafo-Noam, 2015), philosophical sentimentalism based on empathy or compassion (Slote, 2018a(Slote, , 2018b(Slote, , 2019, as well as the ethics of care (Held, 2006;Noddings, 2002;Kittay, 1999Kittay, , 2011 have been shown, in our analysis, to be partial and to some extent inadequate to the moral and ethical complexity of the acts of aid (Rajský & Wiesenganger, 2018) . ...
In contemporary neo-Aristotelian conceptions of character education, phronesis occupies a key position. In phronesis based conceptions friendship is understood as a tool, a method of more effective virtue education, or as a product of it.
The main aim of this paper is to clarify the theoretical basis for the concept of prosocial virtuous character. Paper explains 1) the importance of friendship as a key component in character education; 2) the relationship between phronesis and friendship (Aristotle)/friendship love (Aquinas) 3) the virtue of friendship love as an integrative virtue. This approach is based on the centrality of habituation and participation in virtuous practice, specifically the practice of friendly love, in character education. The basis of virtue education is not knowledge of the good, but participation in the good.
... Prosocial engagement encompasses actions like volunteering, cooperation and charitable giving (McDougle & Li, 2023;Thielmann et al., 2020), benefiting both individuals and society by promoting physical, informational, and emotional support (Eisenberg, 1986;Siu et al., 2012). These behaviours can be informal or formal, and they may involve unpaid services in emergencies or continuous situations (Finkelstein & Brannick, 2007). ...
There is a lack of research directly examining the relationships between future orientation, individualism, prosocial engagement and identity status among Chinese youth. This study focuses on the moderating role of identity status in the relationship between individualistic values, future orientation and prosocial behaviours. The study sample consists of 1817 Chinese youth aged between 15 and 28. Six patterns of identity statuses were identified by a hierarchical cluster analysis. Path analysis was conducted to examine the relationship between the independent variables and youths’ prosocial engagement and the moderating effects of identity status. The results showed that future orientation is significantly related to prosocial engagement, while individualistic value is not significantly associated with it. The interaction of future orientation and identity status significantly affects prosocial engagement. The effect of future orientation is greater for those in searching moratorium and carefree diffusion and lower for those in achievement and foreclosure. These imply that time perspective intervention may facilitate the prosocial engagement of students who lack a mature and committed identity.
... В наиболее общем виде просоциальное поведение принято определять как добровольные действия, направленные на благополучие других [6]. Альтруистическое поведение является частным случаем этого явления. ...
In the current paper we examined situational as well as personality determinants of altruistic behaviour. The sample included 170 participants. Altruistic personality traits are expressed in caring for wellbeing of other people. In this study we assessed this construct as a predictor of altruistic behaviour. Acceptance of altruistic investment networking strategy and intensity of altruistic attitudes were considered as indices of altruistic personality. Several situational factors affecting the willingness to commit altruistic acts, such as personal risk, availability of compensation, and need for help were assessed. A significant relationship was found between the willingness to commit prosocial acts and altruistic personality traits. Situational factors have a considerable effect on altruistic decisionmaking process both in altruists and nonaltruists. However, the altruists approach helping situations with higher willingness to volunteer, even in complex conditions. Apparently, internalised motivational tendencies and values stimulate true altruists to overcome highly difficult circumstances in helping situations. Significant differences in the intensity of altruistic attitudes were found between men and women.
В статье описаны результаты исследования ситуационных и личностных детерминант альтруистического поведения. Выборка исследования составила 170 человек. Альтруистическая направленность личности, выражающаяся в стремлении к поддержанию благополучия окружающих, была рассмотрена в качестве предиктора альтруистического поведения. Принятие нетворкингстратегии альтруистического инвестирования и выраженность социальных установок на альтруизм рассмотрены в качестве индикаторов личностного альтруизма. Изучен ряд ситуационных факторов, оказывающих влияние на готовность к участию в просоциальной деятельности, таких как уровень личностного риска, наличие или отсутствие компенсации и степень потребности в помощи. Выявлена значимая взаимосвязь между готовностью к совершению альтруистических поступков и альтруистической направленностью личности. Ситуационные факторы оказывают значительное влияние на процесс принятия альтруистического решения как альтруистами, так и неальтруистами. Однако альтруисты с большей готовностью подходят к ситуациям, где людям требуется помощь, даже в сложных условиях. Повидимому, внутренние мотивационные тенденции и ценностные ориентации стимулируют истинных альтруистов преодолевать нелегкие обстоятельства в ситуации оказания помощи нуждающимся. Обнаружены также различия между женщинами и мужчинами по показателю выраженности социальнопсихологической установки на альтруизм.
... The (neo)-Aristotelian conception of social friendship, which 2 Within the cognitivist-developmental tradition, a separate stream of research and development of 'prosocial moral reasoning' has emerged, which considers the main criterion of morality not as the Kohlbergian concept of justice (which is referred to negatively as 'prohibition moral reasoning, ' cf . Eisenberg, 1982), but prosocial attitudes (Eisenberg-Berg, 1979;Eisenberg, 1986;Eisenberg & Fabes, 1998;Eisenberg et al ., 1995;Carlo et al ., 2003, and others) . Educational concepts aimed at the development of prosocial moral thinking are a kind of bridge between the progressivist (cognitivist) and traditional (characterial) streams of moral pedagogy, but are still paradigmatically based on the thesis that a change in behaviour will be caused by an educationally induced change in thinking . ...
The concept of moral education in Slovakia is currently undergoing a curricular transformation which is connected with issues concerning the theoretical foundation and basic philosophical setting of ethical education. The conceptual framework of the scientific discussion on ethical education has been introduced; its culmination is the neo-Aristotelian thesis about the philiatic character, which needs to be developed and strengthened educationally. The issue of friendship (philía) completes the discussion on virtues in Nicomachean Ethics and highlights the positive quality of interpersonal relationships as areté, that is, a disposition that can be purposefully pursued, i.e. intentionally formed. Aristotle’s well-known theory of friendship (philía) distinguishes between two kinds of imperfect, false friendship (‘for pleasure’ or ‘for profit’) and true friendship; moral good is its goal. Besides the vertical gradation of this quality concerning its perfection (two kinds – imperfect, false friendship and true friendship), it also offers a horizontal differentiation of forms of social realisation of friendship in the context of community (favour, eunoia) and wider society (concord, politiké philía). ‘Political friendship’ is thus presented as a civic virtue, worthy of effort (cf. EN VIII.10; EE 1242b; Pol. III.5, IV.2). Character education, with a focus on the development of this quality, is manifested not only as the subject of cultivating theindividual personality for the ‘happy life’ of man but also as a political requirement, reflecting the interests of the state.
... Socioemotional and behavioral well-being encompasses the ability to express, understand, and regulate emotions, behaviors, and social interactions in line with sociocultural norms (Campbell et al., 2016). Prosocial behavior, an aspect of socioemotional and behavioral well-being, includes any behavior that is meant to benefit others (Eisenberg, 1986) and can include helping, sharing, and comforting behaviors (Dunfield, 2014). Developmental psychology models support the notion that early life experiences shape the trajectory of adult life. ...
Few studies have focused on off‐reserve Indigenous children and families. This nationally representative, cross‐sectional study (data collected from 2006 to 2007) examined Indigenous‐ and non‐Indigenous‐specific determinants associated with positive socioemotional and behavioral well‐being among First Nations children living off‐reserve in Canada. The parents or other caregivers of 2990 two‐to‐five‐year‐old children ( M = 3.65; 50.6% male) reported on their children's socioemotional and behavioral well‐being and a range of child, parent, and housing characteristics. Being taught an Indigenous culture, greater community cohesion, caregiver nurturance, good parental/other caregiver health, and fewer household members were associated with better socioemotional and behavioral well‐being. These results highlight the importance of leveraging Indigenous‐specific determinants and acknowledging non‐Indigenous‐specific factors, to promote the well‐being of First Nations children living off‐reserve.
... Therefore, it is likely to be negatively related to individuals' psychological well-being. On the other hand, prosocial behavior, which is often exhibited to benefit others, can be displayed in different ways such as helping, sharing, and comforting someone in distress (Eisenberg, 1986). According to Batson (2010), when individuals witness someone in distress, they may behave prosocially to reduce the negative arousal they feel. ...
This study investigated the impact of parental sensitivity on emerging adults' psychological well-being. Using a moderated mediation model, it explored how adjustment (prosocial and aggressive behavior) mediates the association between perceived parental sensitivity and psychological well-being of emerging adults. Additionally, residential mobility was examined as a moderator in the relationship between parental sensitivity and adjustment. A sample of 445 emerging adults ( M age = 21.46, SD age = 2.33) reported the number of their past moves and rated their parents’ sensitivity, their adjustment, and their psychological well-being. Results revealed that high maternal sensitivity positively predicted psychological well-being through increased prosocial behavior. This indirect relationship was significant only among individuals with lower levels of residential mobility. This pattern was not observed with paternal sensitivity, and the model yielded insignificant results for aggressive behavior. These findings highlight the significance of early maternal sensitivity in influencing the adjustment and psychological well-being of emerging adults.
... Prosocial behavior is an attempt to benefit others by understanding their situations (Eisenberg, 1986) and can be observed from a significantly early stage of development. Although the development of prosocial behavior has been widely studied behaviorally, the neural mechanisms underlying prosocial behavior in the early stages of development remain unclear. ...
Although the development of prosocial behavior has been widely studied from the behavioral aspect, the neural mechanisms underlying prosocial behavior in the early stages of development remain unclear. Therefore, this study investigated the neural mechanisms underlying the emergence of prosocial behavior in 3-year-old children. Brain activity in the medial pFC and right TPJ (rTPJ) and facial expression activity, which are related to the ability to infer others' mental states (mentalizing), during the observation of prosocial and antisocial scenes were measured using functional near-infrared spectroscopy and electromyography, respectively. Subsequently, the children's helping and comforting behaviors toward an experimenter were assessed to examine prosocial behavioral tendencies. A correlation analysis revealed that the children who showed stronger activity levels in the rTPJ while observing prosocial scenes had more immediate helping behaviors toward others than those who did not show stronger response levels. Moreover, the amount of facial expression activity correlated with prosocial behavior, including both helping and comforting behaviors. These results suggest that the development of mentalizing ability and the social evaluation of others' actions, mediated by the rTPJ, contribute to the emergence of prosocial behavior.
... Depictions of moral agency focus heavily on individuals' capacity for autonomy and control as they form and reform their moral identity and align moral standards with behavior (Flanagan and Rorty 1990). Depictions of communion focus heavily on individuals' capacity for empathy, sympathy, and altruism as these are evident in depictions of prosocial and duty-driven forms of behavior (Allison and Goethals 2020;Eisenberg 2015;Hoffman 2000). Character-focused definitions of moral maturity emphasize the moral qualities of someone's behavioral signature (Mischel 2004). ...
... According to Hogg & Vaughan (2005), there could also be examined different classifications on the aspect of 'moral dilemma', focused on differing social statuses, on considerations of prejudice and discrimination, along with the social framework, within which the individual lives, plus taking into account the factor of a low to moderate income of a family's earnings (Sinno et al., 2014). Eisenberg (1986) claims that, future studies should ask to revise the understanding of moral orientation on the ethics of justice and care. Although, Eisenberg et al., (1989) argue that Gilligan's assertion that women are inclined to rely more heavily on an ethic of care, implies some consideration of feelings of sympathy and concern, she nevertheless does not take into account the aspect of moral decision which is related to behaviour, as well as to the emotions of a person. ...
Moral reasoning refers to individuals' cognitive, emotional and behavioural understandings regarding everyday practices and relationships with others. Moral reasoning touches upon personal beliefs of human interaction the way these are cultivated through mores, principles and values in given societies. The objective of this empirical research was to question males' and females' moral orientations on justice and care. To this aim, participants were distributed dilemmas in a form of stories in which they were asked to offer their personal consideration. It was found that male participants have responded in relation to a justice-based orientation, while females to a care-based one. The interpretation of the findings showed that males tend to reply on moral dilemmas in association with the moral reasoning of justice, whereas females in association with care.
... Los importantes avances realizados en teoría y metodología conducen al desarrollo de programas de intervención más eficaces que consideran simultáneamente las múltiples fuerzas que dan forma al desarrollo prosocial. Streit et al. (2023) consideran que la mayoría de las teorías tradicionales sobre el desarrollo prosocial reconocen la influencia socializadora central de la familia, los pares y los medios de comunicación en la prosocialidad de los niños (Carlo y Conejo, 2019;Carlo y de Guzmán, 2009;Eisenberg, 1986). A pesar de los vínculos demostrados entre estas distintas influencias socializadoras, consideran que son pocos los estudios que examinan la noción más válida desde el punto de vista ecológico de que es probable que influyan de forma interactiva y conjunta en el desarrollo prosocial de los niños. ...
El artículo A systemic, multiple socialization approach to the study of prosocial development pretende demostrar que una perspectiva sistémica de múltiples agentes socializadores puede proporcionar una rica comprensión de las diversas influencias del desarrollo prosocial. Este enfoque puede acercar los estudios de campo a modelos de desarrollo prosocial con mayor validez ecológica y, de este modo, facilitar la aplicación de metodologías centradas tanto en la persona como en las variables. Los importantes avances realizados en teoría y metodología conducen al desarrollo de programas de intervención más eficaces que consideran simultáneamente las múltiples fuerzas que dan forma al desarrollo prosocial.
... Relevant subcategories of vicarious emotional responses include empathy and related responses (e.g., sympathy and personal distress). We define empathy as an emotional response that stems from and is congruent with another's emotional state or condition (Eisenberg, 1986). Thus, empathic responses are those that are similar or match another's emotional state. ...
Children's vicarious emotional responses and prosocial behavior were assessed, and the relations of these indexes to their mothers' sympathetic dispositions were examined. Mothers who were more sympathetic and better perspective takers had girls who reported feeling more sympathy and negative affect and less happiness after exposure to needy others. Mothers who reported more distress had girls who reported less negative affect and more happiness after exposure. Fewer relations between mothers' sympathy and vicarious emotional responsiveness were found for boys; however, there were more relations between boys' emotional responses and their helpfulness; boys who expressed more negative affect tended to be more helpful. These findings support the notion that the correlates of vicarious emotional responsiveness and prosocial tendencies are similar.
... Prosocial behaviors, characterized as moral behavior, are defined as voluntary behaviors displayed with the intention of benefiting others (e.g., helping, sharing, comforting) (Eisenberg, 1986;Eisenberg et al., 2006). Substantial literature shows that infants and young children have a tendency to exhibit prosocial behaviors despite limited experience (Sunar & Fidancı, 2016;Warneken et al., 2007;Warneken and Tomasello, 2009) and that they share their toys with others (Olson & Spelke, 2008;Rheingold et al., 1976). ...
Maternal hostility is a risk factor for children’s prosocial behavior. However, the mediating mechanisms underlying the relation between maternal hostility and children’s sharing behavior remain unknown. The present study primarily aimed to examine the relations among moral reasoning, maternal hostility, and sharing behavior during early and middle childhood. The sample consisted of 206 children (91 boys, 115 girls) aged between 4 and 9 years old (M = 84.27 (month), SD = 16.86) living in Turkey. Children’s sharing behavior was measured by the number of stickers they gave to other children in the dictator game. Children’s moral reasoning abilities were evaluated with several questions asked after reading four stories containing moral violations. Lastly, children’s perceptions of hostile behaviors of their mothers were evaluated with the Child-Puppet Interview. The results of the mediation analysis conducted with structural equation modeling showed that the relationship between maternal hostility and children’s sharing behavior was fully mediated by children’s moral reasoning abilities. Maternal hostility was negatively related to children’s moral reasoning, and children’s moral reasoning was found to be positively linked with sharing. The findings showed that hostile behaviors of mothers towards their children impaired children’s moral reasoning abilities and, in turn, decreased sharing.
... Arguments were made that kindness is one of the top character strengths relevant to well-being (Park et al., 2004) and numerous definitions have been proposed (Binfet, 2015). One of the original definitions of kindness, which is also adopted by this article, describes it as a phenomenon driven by the desire to help others, acting for the others' benefit, without any underlying motivations to attain rewards or avoid punishments for oneself (Eisenberg, 1986). ...
... The approach presented below is compatible with the definition of altruism which defines it as an act of doing good for others with no expectations of external reinforcements (Berkowitz & Macaulay, 1970;Karyłowski, 1982;Szuster-Zbrojewicz, 1988;Szuster, 2005;Eisenberg, 2016). In such cases, the subject's pro-social involvement can be based on expectation of diverse types of internal reinforcements which are the necessary (but not sufficient) conditions for particular types of motivation, i.e.: (1) expectation that one's own altruistic act will lead to avoidance of one's negative self-esteem or bring about a gain in self-acceptance, (2) expectation that the external world will be evolving in a positive direction (in which case it is not one's own satisfaction, but consequences of one's contribution to the welfare of others that creates the necessary condition for helping behavior). ...
... Given that the meaning of empathy can vary drastically in research contexts, (cf. Darwall 1998;Decety, Michalska, and Akitsuki 2008;Eisenberg 2014;Gordon 1995), this problematic relativism surrounding the concept has also been stressed by others (Zahavi 2014, 146). Nevertheless, the deference to an open understanding of empathy leaves it unclear what more specifically makes an interaction characterized by sufficient salience or reciprocity empathetic in the first place, as described in the theory of double empathy. ...
The notion that autistic individuals suffer from empathy deficiencies continues to be a widespread assumption, including in many areas of philosophy and cognitive science. In response to this, Damian Milton has proposed an interactional approach to empathy, namely the theory of the double empathy problem. According to this theory, empathy is fundamentally dependent on mutual reciprocity or salience rather than individual, cognitive faculties like theory of mind. However, the theory leaves open the question of what makes any salient interaction empathic in the first place. The aim of this paper is to integrate core tenets of the theory of the double empathy problem specifically with classical, phenomenological descriptions of empathy. Such an integration provides further conceptual refinement to the theory of the double empathy problem while recognizing its core tenets, but it also introduces important considerations of neurodiversity to classic, phenomenological descriptions of empathy.
Little information is available on very young children's identification of vocal-verbal expressions of affect and the accurate differentiation of various affect types. The present study examined the perception of affective prosodic intonation patterns in 10 normal children aged 39 to 48 months. Audio-recordings of affective intonation patterns (angry, happy, neutral, and sad) served as perceptual stimuli. The children were asked to match each auditory stimulus with an appropriate visual-facial representation. Analysis showed that children's correct identification exceeded errors by more than 2 to 1. There was a significant difference in the identification of different types of emotions. All types of affect, except neutral, occurred above chance. Misperceptions from all categories fell predominantly into the happy category, an apparent “pollyanna” effect Receptive language age, sex, and IQ did not affect the outcome, but chronological age did. Results are discussed in terms of perceptual salience of acoustic parameters and other factors. Possible effects of emotional trauma on the performance of one subject are discussed.
The prediction of higher empathy for children whose mothers were generally more empathetic and in interaction with their children was confirmed for 15 boys and 15 girls, 5 to 6 years old, and their mothers. Teachers' ratings of children correlated significantly with several maternal variables: with empathy, frequency of mothers' articulation of prosocial goals and understanding of the child.
The Cambridge Handbook of Moral Psychology is an essential guide to the study of moral cognition and behavior. Originating as a philosophical exploration of values and virtues, moral psychology has evolved into a robust empirical science intersecting psychology, philosophy, anthropology, sociology, and neuroscience. Contributors to this interdisciplinary handbook explore a diverse set of topics, including moral judgment and decision making, altruism and empathy, and blame and punishment. Tailored for graduate students and researchers across psychology, philosophy, anthropology, neuroscience, political science, and economics, it offers a comprehensive survey of the latest research in moral psychology, illuminating both foundational concepts and cutting-edge developments.
As interest in early morality has grown, researchers have increasingly focused on young children’s moral self, but recent studies have targeted mostly its structure and associations with behavior rather than its developmental origins. Addressing this gap, we followed children, mothers, and fathers in U.S. Midwest from late infancy (16 months old, N = 194, 93 girls, 101 boys), to toddlerhood (3 years old, N = 175, 86 girls, 89 boys), to preschool age (4.5 years old, N = 177, 86 girls, 91 boys). We proposed that moral self at preschool age originates in the second and third years, when the onset of parental control engenders in the child both receptive and adversarial stance toward the parent. In infancy and in toddlerhood, we collected behavioral indications of both stances—positive affect and responsiveness (in toddlerhood, also positive representation of the parent); and defiance and violations of parental prohibition. At preschool age, we measured child moral self in a puppet interview (Kochanska, 2002). For both mother–child and father–child relationships, structural equation modeling supported direct paths from receptive and adversarial stance at age 3 years to higher and lower moral self, respectively, and the expected indirect effects of the child’s receptive stance in infancy on moral self, mediated by the receptive or adversarial stance in toddlerhood. The path from toddler-age adversarial stance to lower moral self was present only in father–son relationships. This study highlights the long-term pivotal significance of the child’s early stance toward the parent for the formation of moral self.
Globally, the critical role of consumer perception in achieving high product yield cannot be overstated. Consumer perception and behavior are closely related because individual behavior is always based on personal perceptions. Each consumer has a unique perspective and view of specific products. Knowledge gained through exposure to various environments and situations over time forms the basis of an individual consumer’s decisions or choices. There are four major factors reported to influence consumer behavior in relation to purchasing decisions: personal, economic, social, and psychological factors. These factors can be classified as extrinsic (social factors) and intrinsic (psychological factors) in nature, collectively forming psychosocial factors. Individual consumers perceive products differently according to their background and past experiences, which ultimately dictate their choices. This chapter highlights and discusses related theories and various factors associated with consumer perception in the choice of food and other products.
Recent research has revealed theorical and empirical links between respect and socioemotional outcomes such as moral emotions and prosociality, as well as negative associations with aggression. The ability to sympathize, feel concern, and be aware of other’s states has also been hypothesized to influence how children conceptualize respect and evaluate behaviors as worthy of respect. The development of respect derives from the ability to recognize others as individuals with unique needs, feelings, and desires. Similarly, like respect, sympathy has also been associated with more altruistic and kinder interactions. The present study aims to explore the link between these two socioemotional constructs - respect and sympathy - while considering possible cultural nuances. Fifty-three children answered the Respect Interview which delved into their conceptualizations, evaluations, and reasonings behind respect (the concept, expressions, and examples of feeling respect from others), and the Sympathy Scale. Parents also reported on their children’s sympathy and sociodemographic data. A positive effect between sympathy and respect was only partially confirmed. Sympathy revealed a positive effect on prosocial conceptualizations of respect (χ2=3.85, p<.05; b=.90). In contrast, children who used authority themes to define expressions of respect, were less sympathetic [t(51)=-1.86, p<.05]. Sociodemographic differences were considered and discussed when analysing both variables. Our results are in line with previous literature and contribute to knowledge in this field by replicating the study in a different culture and age range.
Three affective phenomena epitomise the downturn in Russian–Western relations and shed light on a watershed moment—the invasion of Georgia in August 2008: contempt, fear, and hubris. Each promotes distinct appraisal patterns and action tendencies. Following a shift in the construction of Russian identity vis-à-vis Europe, elite attitudes towards the West turned contemptuous. Faced with a security crisis in the Caucasus, the perceived consequences of inaction fostered the decision to attack Georgia with overwhelming force. Exacerbating the situation, both leaders were overconfident with respect to the outcome of a military confrontation. By highlighting the behavioural manifestations of these affective responses, this article reevaluates predominant accounts of the conflict, informed by major IR theories. It demonstrates the usefulness of emotion as a lens on foreign policy, addresses questions left open by prevailing narratives, and holds lessons for the impasse that is the current security dialogue between Russia and the West.
Philanthropy is a form of altruism that involves how private initiatives enhance the public good. Throughout history, benevolence has appeared in numerous shapes and objectives, representing the economic and political framework, righteous systems, and enlightening different motivations. Non-profit organizations (NPOs) in Indonesia have undergone tremendous transformations, evolving more modern and professional. They determine market segments and manage donor acquaintances, formulate fundraising strategies, and construct appropriate, impactful, and beneficial programs with the concourse of the organization's system and human capital. Aside from that, Islamic NPOs appear more strategic, preserve a clear vision and mission, establish an organizational structure and qualified leaders, design long-term, medium-term, and short-term activity plans and budgets, appoint program supervisors, and assess the effectiveness and efficiency of their schedules. The purpose of this research is to comprehend the broad issues confronting Islamic charity in Indonesia as it evolves towards a strategic and lucrative institution. This study adopts qualitative methodologies to discover comprehensive explanations for the occurrences under consideration. In-depth semi-structured interviews with an array of practitioners and academics were employed to gather data. This study indicates that there is a great deal to be performed to improve the capabilities of Islamic NPOs in terms of good governance, system strengthening, cultural internalization, public openness, and accountability as an effective intermediary organization to meet donor expectations. With the role of enabling the transformation of beneficiaries to be more prosperous and avoid poverty or weakness, Islamic NPOs must accelerate capacity building by enhancing each aspect of the organization.
ÖZ
Bu araştırmanın amacı, 60-72 aylık çocukların prososyal davranışları ile babalarının anne bekçiliği davranışlarına ilişkin algılarında baba katılımının aracı rolünü incelemektir. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın örneklemi 60-72 aylık 520 çocuktan ve bu çocukların babalarından oluşmaktadır. Araştırmada veriler, Çocuk Prososyallik Ölçeği-Öğretmen Formu, Anne Bekçiliği Ölçeği Baba Formu (ABÖ-B), Baba Katılım Ölçeği (BAKÖ) ve araştırmacı tarafından hazırlanan Kişisel Bilgi Formu kullanılarak toplanmıştır. Verilerin analizinde Mann Whitney U, Kruskal Wallis H Testi, korelasyon analizi kullanılmıştır. Çocukların prososyal davranışları ile babalarının anne bekçiliği davranışlarına ilişkin algılarında baba katılımının aracı rolünü incelemek amacıyla Hayes’in geliştirdiği SPSS uyumlu bir makro olan (PROCESS) kullanılmıştır. Araştırmada elde edilen sonuçlara göre, çocukların Çocuk Prososyallik Ölçeği-Öğretmen Formu puanları çocuğun cinsiyeti, okul öncesi eğitime devam süresi, anne yaşı, öğrenim durumu, algılanan ebeveynlik stili, baba yaşı, öğrenim durumu ve boş zamanlarını nerede geçirdiği değişkenlerine göre anlamlı farklılık gösterirken; çocuğun kardeş sayısı, doğum sırası, anne çalışma durumu, evlilik süresi, babanın algıladığı ebeveynlik stili, boş zamanlarını kimlerle geçirdiği, sosyal aktiviteleri ve ailenin gelir durumu değişkenlerine göre ise anlamlı farklılık göstermemektedir. Anne Bekçiliği Ölçeği-Baba Formu Kontrol alt boyutu puanları anne yaşı, öğrenim durumu, çalışma durumu, baba yaşı, evlilik süresi, öğrenim durumu, algıladığı ebeveynlik stili, boş zamanlarını kimlerle geçirdiği, sosyal aktiviteleri ve ailenin gelir durumu değişkenlerine göre anlamlı farklılık gösterirken; çocuğun cinsiyeti, okul öncesi eğitime devam süresi, kardeş sayısı, doğum sırası, annenin algılanan ebeveynlik stili ve babanın boş zamanlarını nerede geçirdiği değişkenlerine göre ise anlamlı farklılık göstermemektedir. Anne Bekçiliği Ölçeği-Baba Formu Engel alt boyutu puanları anne öğrenim durumu, babanın algıladığı ebeveynlik stili ve boş zamanlarını kimlerle geçirdiği değişkenlerine göre anlamlı farklılık gösterirken; çocuğun cinsiyeti, okul öncesi eğitime devam süresi, kardeş sayısı, doğum sırası, anne yaşı, çalışma durumu, algılanan ebeveynlik stili, baba yaşı, evlilik süresi, öğrenim durumu, babanın boş zamanlarını nerede geçirdiği, babanın sosyal aktiviteleri ve ailenin gelir durumu değişkenlerine göre ise anlamlı farklılık göstermemektedir. Anne Bekçiliği Ölçeği-Baba Formu Teşvik alt boyutu puanları babanın algıladığı ebeveynlik stili ve boş zamanlarını kimlerle geçirdiği değişkenlerine göre anlamlı farklılık gösterirken; çocuğun cinsiyeti, okul öncesi eğitime devam süresi, kardeş sayısı, doğum sırası, anne yaşı, öğrenim durumu, çalışma durumu, algılanan ebeveynlik stili, baba yaşı, evlilik süresi, öğrenim durumu, boş zamanlarını nerede geçirdiği, sosyal aktiviteleri ve ailenin gelir durumu değişkenlerine göre ise anlamlı farklılık göstermemektedir. Baba Katılım Ölçeği Temel Bakım alt boyutu puanları çocuğun cinsiyeti, doğum sırası, anne öğrenim durumu, çalışma durumu, evlilik süresi, baba öğrenim durumu, boş zamanlarını kimlerle geçirdiği, sosyal aktiviteleri, ailenin gelir durumu değişkenlerine göre anlamlı farklılık gösterirken; çocuğun okul öncesi eğitime devam süresi, kardeş sayısı, anne yaşı, algılanan ebeveynlik stili, baba yaşı, algıladığı ebeveynlik stili ve boş zamanlarını nerede geçirdiği değişkenlerine göre ise anlamlı farklılık göstermemektedir. Baba Katılım Ölçeği Keyfi Meşguliyet alt boyutu puanları çocuğun kardeş sayısı, doğum sırası, anne öğrenim durumu, çalışma durumu, evlilik süresi, baba öğrenim durumu, algıladığı ebeveynlik stili, boş zamanlarını nerede geçirdiği, boş zamanlarını kimlerle geçirdiği, sosyal aktiviteleri ve ailenin gelir durumu değişkenlerine göre anlamlı farklılık gösterirken; çocuğun cinsiyeti, okul öncesi eğitime devam süresi, anne yaşı, algılanan ebeveynlik stili ve baba yaşı değişkenlerine göre ise anlamlı farklılık göstermemektedir. Baba Katılım Ölçeği İlgi ve Yakınlık alt boyutu puanları çocuğun kardeş sayısı, doğum sırası, baba algıladığı ebeveynlik stili ve boş zamanlarını kimlerle geçirdiği değişkenlerine göre anlamlı farklılık gösterirken; çocuğun cinsiyeti, okul öncesi eğitime devam süresi, anne yaşı, öğrenim durumu, çalışma durumu, algılanan ebeveynlik stili, baba yaşı, evlilik süresi, öğrenim durumu, boş zamanlarını nerede geçirdiği, sosyal aktiviteleri ve ailenin gelir durumu değişkenlerine göre ise anlamlı farklılık göstermemektedir. Baba Katılım Ölçeği toplam puanları çocuğun cinsiyeti, doğum sırası, anne öğrenim durumu, çalışma durumu, evlilik süresi, baba öğrenim durumu, algıladığı ebeveynlik stili, boş zamanlarını kimlerle geçirdiği, sosyal aktiviteleri ve ailenin gelir durumu değişkenlerine göre anlamlı farklılık gösterirken; Baba Katılım Ölçeği toplam puanları çocuğun kardeş sayısı, okul öncesi eğitime devam süresi, anne yaşı, algılanan ebeveynlik stili, baba yaşı ve boş zamanlarını nerede geçirdiği değişkenlerine göre ise anlamlı farklılık göstermemektedir. Baba Katılım Ölçeği ile Anne Bekçiliği Ölçeği-Baba Formu Teşvik alt boyutu arasında pozitif yönlü orta düzeyde bir ilişki vardır. Çocuk Prososyallik Ölçeği-Öğretmen Formu ile Anne Bekçiliği Ölçeği-Baba Formu Teşvik faktörü arasında pozitif yönlü düşük düzeyde, Anne Bekçiliği Ölçeği-Baba Formu Engel ve Kontrol faktörü arasında negatif yönlü ve düşük düzeyde bir ilişki vardır. Baba Katılım Ölçeği toplam puanı ve alt boyut puanları ile Çocuk Prososyallik Ölçeği-Öğretmen Formu toplam puanı arasında pozitif yönlü düşük düzeyde bir ilişki vardır. Araştırma bulgularına göre Anne Bekçiliği Ölçeği-Baba Formunun Engel alt boyutu ile çocukların prososyal davranışları arasındaki ilişkide baba katılımının tam aracı etkiye sahip bir rolü olduğu sonucuna ulaşılmıştır.
ABSTRACT
The aim of this study is to examine the mediatıng role of father involvement on the relationship between 60-72 months children’s prosocial behavior and their fathers' perception of maternal gatekeeping. The descriptive survey model, one of the quantitative research methods, was used in the research. The sample of the study consists of 520 children aged 60-72 months and their fathers. In the study, data were collected using the Child Prosocialness Scale-Teacher Form, the Maternal Gatekeeping Scale-Father Form, the Father Participation Scale, and the Personal Information Form prepared by the researcher. Mann Whitney U, Kruskal Wallis H test, and correlation analysis were used to analyze the data. An SPSS compatible macro (PROCESS) developed by Hayes was used to examine the mediatıng role of father involvement on the relationship between children’s prosocial behavior and their fathers' perception of maternal gatekeeping. According to the results, while the Child Prosocialness Scale-Teacher Form scores of the children differ significantly according to the child's gender, duration of preschool education, mother's age, education level, parenting style, father's age, education level and where he spends his leisure time; however, do not differ significantly according to the number of siblings, birth order, mother's employment status, duration of the marriage, father's parenting style, with who he spends his leisure time, social activities, and family income. Control subdimension of the Maternal Gatekeeping Scale-Father scores Form differ significantly according to the mother's age, education level, employment status, father's age, duration of the marriage, education level, parenting style, with who he spends his leisure time, social activities and family income; but, do not differ significantly according to the child's gender, duration of preschool education, number of siblings, birth order, maternal parenting style and where father spends his leisure time. Discouragement subdimension of the Maternal Gatekeeping Scale-Father Form scores differ significantly according to the mother's education level, father's parenting style, and with who he spends his leisure time; while, do not differ significantly according to the gender of the child, duration of preschool education, number of siblings, birth order, maternal age, employment status, parenting style, father's age, duration of the marriage, education level, where he spends his leisure time, social activities and family income. Encouragement sub-dimension of the Maternal Gatekeeping Scale Father Form scores differ significantly according to the father's parenting style, and with who he spends his leisure time; nevertheless, do not differ significantly according to the child's gender, duration of preschool education, number of siblings, birth order, mother's age, education level, employment status, parenting style, father's age, duration of the marriage, education level, where he spends his leisure time, social activities and family income. Primary Care subdimension of the Father Involvement Scale scores differ significantly according to the child's gender, birth order, mother's education level, employment status, duration of the marriage, father's education level, with who he spends his leisure time, social activities, and family income; nonetheless, do not differ significantly according to the duration of the child's preschool education, the number of siblings, the age of the mother, the parenting style, father’s age, parenting style and where he spends his leisure time. Arbitrary Occupation sub-dimension of the Father Involvement Scale scores differ significantly according to the child's number of siblings, birth order, mother's education level, employment status, duration of the marriage, father's education level, parenting style, where he spends his leisure time, with who he spends his leisure time, social activities, and family income; on the other hand, there is no significant difference according to the child's gender, duration of preschool education, mother’s age, parenting style, father's age. Attention and Closeness subdimension of the Father Involvement Scale scores differ significantly according to the child's number of siblings, birth order, father's parenting style, and with who he spends his leisure time; while do not differ according to the child's gender, duration of preschool education, mother’s age, education level, employment status, parenting style, father's age, duration of the marriage, education level, where he spends his spare time, social activities and family income. Total scores of the Father Involvement Scale differ significantly according to the child's gender, birth order, mother's education level, employment status, duration of the marriage, father's education level, parenting style, and with who he spends his leisure time, social activities and family income; however, do not differ significantly according to the child's number of siblings, duration of preschool education, mother's age, parenting style, father's age and where he spends his leisure time. There is a moderate positive correlation between the Father Involvement Scale and the Encouragement subdimension of the Maternal Gatekeeping Scale-Father Form. There is a low positive correlation between the Child Prosocialness Scale-Teacher Form and the Encouragement, and a negative and low level relationship between the Discouragement and Control subdimensions of the Maternal Gatekeeping Scale-Father Form. There is a low level of positive correlation between the Father Involvement Scale total score and subdimensions scores and the Child Prosocialness Scale-Teacher Form total score. According to the research findings, father involvement has a mediating role in the relationship between the Discouragement subdimension of the Maternal Gatekeeping Scale-Father Form and the prosocial behaviors of the children.
Background
University students frequently report elevated levels of stress and mental health difficulties. Thus, the need to build coping capacity on university campuses has been highlighted as critical to mitigating the negative effects of prolonged stress and distress among students. Since the COVID-19 pandemic, web-based stress management resources such as infographics and web-based workshops have been central to supporting university students’ mental health and well-being. However, there is a lack of research on students’ satisfaction with and uptake of these approaches. Furthermore, mental health stigma has been suggested to have not only fueled the emergence of these web-based approaches to stress management but may also influence students’ help-seeking behaviors and their satisfaction with and uptake of these resources.
Objective
This study explored potential differences in students’ satisfaction and strategy use in response to an interactive infographic (an emerging resource delivery modality) presenting stress management strategies and a web-based workshop (a more common modality) presenting identical strategies. This study also examined the relative contribution of students’ strategy use and family-based mental health stigma in predicting their sustained satisfaction with the 2 web-based stress management approaches.
Methods
University students (N=113; mean age 20.93, SD 1.53 years; 100/113, 88.5% women) completed our web-based self-report measure of family-based mental health stigma at baseline and were randomly assigned to either independently review an interactive infographic (n=60) or attend a synchronous web-based workshop (n=53). All participants reported their satisfaction with their assigned modality at postintervention (T1) and follow-up (T2) and their strategy use at T2.
Results
Interestingly, a 2-way mixed ANOVA revealed no significant group × time interaction or main effect of group on satisfaction. However, there was a significant decrease in satisfaction from T1 to T2, despite relatively high levels of satisfaction being reported at both time points. In addition, a 1-way ANOVA revealed no significant difference in strategy use between groups. Results from a hierarchical multiple regression revealed that students’ strategy use positively predicted T2 satisfaction in both groups. However, only in the web-based workshop group did family-based mental health stigma predict T2 satisfaction over and above strategy use.
Conclusions
While both approaches were highly satisfactory over time, findings highlight the potential utility of interactive infographics since they are less resource-intensive than web-based workshops and students’ satisfaction with them is not impacted by family-based mental health stigma. Moreover, although numerous intervention studies measure satisfaction at a single time point, this study highlights the need for tracking satisfaction over time following intervention delivery. These findings have implications for student service units in the higher education context, emphasizing the need to consider student perceptions of family-based mental health stigma and preferences regarding delivery format when designing programming aimed at bolstering students’ coping capacity.
This study focuses on the implementation of altruist moral-based Buddhist education, the sub-focus analysis to implement altruistic moral transformation of SMP Metta Maitreya Pekanbaru. The research design is a qualitative study case which involves principals, Buddhist education teachers, Moral Ethics teachers, and students of SMP Metta Maitreya Pekanbaru. Collecting data by observation, interviews, documentation, and triangulation. Data analysis with interactive model (Miles and Huberman, 1994: 12), through data reduction, data presentation, and conclusions/verification. The validity of the data with the concept of validation is triangulation and member check. The results of the study were revealed : 1) The implementation of Buddhist education in the student test assessment is classified as Good, referring to Minister of National Education Regulation No.19 of 2007 concerning Management of Educational Standard, 2) The implementation of altruistic moral-based learning has not been realized properly and consistently as it's still a new program which causes school policy apply dynamically. New culture is built from an effective school structure which is forwarded to students to form a school element which is able to protect, love and glorify life to transform the measurable character of appropriate school culture. The school has developed Love Learning in harmony with altruistic morals to enhance positive, non-violent and loving behavior for all school elements in the The School of Universal Family. To shape a new atmospheric academic character which prioritizes the altruist moral values of the Universal Family as the impact/outcome of the SMP Metta Maitreya. KATA KUNCI: Buddhist Education, Moral Altruism, Universal Love. PENDAHULUAN Merujuk pada Undang Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional (Sisdiknas) Pasal 1 ayat (1) mendefinisikan pendidikan sebagai usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Implementasi dan model pembelajaran berbasis moralitas semakin penting menurut Thomas Lickona (2012:452) dengan membangun budaya moral yang positif di sekolah. Aspek moralitas, dengan perubahan signifikan moral manusia dari waktu ke waktu, tidak tetap dan merosotnya nilai-nilai moral, di keluarga, masyarakat dll. Asumsi pluralisme senantiasa berkaitan dengan keberagaman, kejamakan, kekayaan, pluralis sosio kultural dalam pendidikan berarti metode dan objek pedagogis yang menunjuk pada proses pembelajaran dan internalisasi perilaku toleran dan menghasilkan rasa hormat pada nilai-nilai lain yang berbeda. Kajian ruang lingkup Pendidikan Agama Buddha ini mencakup enam aspek yang terdiri atas: (1) Keyakinan (Saddha); (2) Sila; (3) Samadhi; (4) Panna; (5) Tripitaka (Tipitaka); dan (6) Sejarah. Hal tersebut dijadikan rujukan dalam mengembangkan kurikulum agama Buddha pada jenjang SD, SMP, dan SMA/SMK. Keenam aspek diatas merupakan kesatuan yang terpadu dari materi pembelajaran agama Buddha yang mencerminkan keutuhan ajaran agama Buddha dalam rangka mengembangkan potensi spiritual peserta didik. Aspek keyakinan yang mengantar ketakwaan, moralitas, dan spiritualitas maupun penghargaan terhadap nilai-nilai kemanusiaan dan budaya luhur akan terpenuhi. Dengan demikian, pendidikan agama dapat menjadi perekat
In health care, empathy is associated to several benefits; however, many studies have shown a decrease in empathy during medical education, which negatively impacts the humanization of care. This cross-sectional study analyzes the relation between sociodemographic factors and physicians’ level of empathy, as well as medical ethical values. A total of 143 Brazilian physicians answered empathy and hospitality scales. Results point to a relation between empathy and hospitality, as well as that factors such as gender, specialty and history of suffering influence care humanization.
Resumo Na assistência em saúde, a empatia tem sido associada a uma série de resultados benéficos. No entanto, diversos estudos evidenciam a diminuição de empatia no decorrer da formação médica, com reflexos negativos sobre a humanização do cuidado. O objetivo deste estudo é analisar a relação de fatores sociodemográficos com o nível de empatia de médicos, bem como sua relação com os valores éticos da profissão. Nesta pesquisa transversal e analítica, foram aplicadas escalas de empatia e de hospitalidade para 143 médicos brasileiros. Os resultados apontam uma relação entre empatia e hospitalidade, assim como a influência que fatores como sexo, área de atuação e histórico de situações de sofrimento exercem sobre a humanização do cuidado.
Resumen La empatía se asocia a una serie de resultados beneficiosos en la asistencia sanitaria. Sin embargo, varios estudios reportan que la empatía disminuye a lo largo de la formación médica, con efectos negativos en la atención humanizada. El objetivo de este estudio es analizar la relación de los factores sociodemográficos con el nivel de empatía de los médicos, así como su relación con los valores éticos de la profesión. En esta investigación transversal y analítica, se aplicaron escalas de empatía y hospitalidad a 143 médicos brasileños. Los resultados apuntan a una relación entre la empatía y la hospitalidad, así como la influencia que tienen los factores como el género, el área de actividad y la historia de situaciones de sufrimiento en la atención más humanizada.
In the last decade, the number of new digital games of various genres has grown a lot, eminently after the creation of game management platforms and after the dissemination of eSports. Digital games, beyond their entertainment purpose, are already used in schools, hospitals, and psychotherapeutic environments as rehabilitation tools and to promote cognitive and behavioral skills. Studies evaluating the impact of this form of media on users have conducted since the popularization of the first games in the 70s. However, the evidence that games can mediate interpersonal relationships, as well as promote or inhibit prosocial and empathic behaviors is still recent. The focus of previous studies was the possible associations with increased aggressive behavior and desensitization to violence. And although most consumers of digital games are young people and adults, the “digital natives” born in this century have immediate access to interactive media. For this reason, many researchers have recently investigated the way in which children and adolescents are affected by these media. In particular, more studies investigating the impact of games on sociocognitive and social skills should be conducted. Following this direction, the present work aimed to investigate a possible relationship between exposure to three categories of digital games (Neutral, Prosocial and Competitive) and prosocial behavior. A second goal was to test possible moderating effects of empathy and theory of mind skills on this relation. Fifty-seven children (9 to 12 years old) participated and were randomly distributed into three groups: G1 = neutral game; G2 = competitive game, G3 = prosocial game. Each group played a different type of video game. Prior to playing the games, all participants were assessed by a social cognition task (Faux Pas Task) and an empathy scale (Bryant's Empathy Scale for Children and Adolescents). Following that and on another day, each participant was invited to play, for 20 minutes, the digital game representative of their category group. Finally, right after playing the game, children were invited to participate in an adapted version of the Dictator's Game that involves the sharing of resources. Games of all categories had a pre-selection stage and were evaluated by 18 judges that were either Psychology undergraduate/ graduate students or university students from a game development outreach group. One game for each category was selected. Analyses did not reveal a significant gender or age effect on empathy scores, theory of mind scores and number of donated stickers. However, a significant age effect (i.e., school year) was found for the number of stickers shared, with older children sharing more stickers than younger ones. Nonetheless, there was a trend toward a significant moderating effect of empathy and theory of mind scores on the relationship between game category and number of stickers shared by the participants. More specifically, playing a prossocial, neutral or competitive videogame for 20 minutes does not necessarily impact the predisposition of children to engage on prossocial behavior. It is possible, nevertheless, that more empathic children with a more developed theory of mind may have an increased predisposition to share stickers compared to other children. Future studies should explore further whether these variables (empathy and theory of mind) or other variables can, in fact, explain part of the variation in prosocial behavior after exposure to different types of digital games. However, the present work contributes to the advancement of this line of research in Brazil as it is the first study to investigate possible effects of three different types of digital game on prosocial behavior in school-age children. The results suggest a promising direction of investigation that should be better explored by researchers in Brazil.
The aim of this study was to explore the anti-social offending behaviour of a group of South African emerging adults. Anti-social offending behaviour often relates to instances of criminal and societal norm violating behaviours. In an attempt to discern the self-explanations that emerging adults attribute to their offending behaviour, the study utilised a qualitative research approach with an exploratory research design. Moffitt’s Developmental Taxonomy of Offending Behaviour was used as a guiding theoretical framework from which to view anti-social offending behaviour among the participants of the study. Data for the study were collected through semi-structured interviews and analysed using thematic analysis. The findings were divided and presented in four primary themes, namely: (1) labelling and stigmatisation; (2) social-emotional adjustment; (3) moral reasoning; and (4) future self. The four themes suggested that: participants invoked multiple intrapersonal causes; explanations thought to have contributed to and motivated their engagement in anti-social and/or offending behaviours. Complementary to highlighting the importance of self-explanations in offending research in understanding individualised offender profiles, the reported themes also indicated marked similarity to results using risk factor approaches. Therefore, it was decided that these themes, along with their applicable sub-themes, to form the basis of the discussions in the current article.
The article focuses on the formation of the communicative culture of
the future social worker. The communicative competencies of a social worker,
which he must master in the process of professional training in the system of
university education, have been determined.
A social worker who is well versed in the theory of social work, but does not
know how to communicate, cannot effectively help the client. It is on the level
of the culture of professional communication of a social worker that the solution of crisis situations arising in the lives of their clients depends. The formation of a communicative culture of future social workers is aimed at acquiring and improving key communicative competencies that provide a socially
high level of interpersonal interaction between a social worker and a client, a
group of clients.
In modern conditions of modernization of the higher education system in
Ukraine, in the process of forming the communicative culture of future social
workers in the conditions of university education, significant developments on
this issue are taken into account not only by domestic scientists, but also by
the effective experience of approaches of foreign researchers. In European
countries, when training specialists in the "contact zone", the main emphasis is
on the process of communicative training for professional and interpersonal
communication. The end result of such training is aimed at developing future
social workers of their own view of communication as an object of professional
modeling. This requires a creative approach from a specialist, raising his own
level of communicative culture, constant self-education.
У статті проаналізовано розуміння сутності просоціальної поведінки як наукового феномену, що лежить в основі налагодження продуктивних діалогічних соціальних зв’язків, суттєвими ознаками яких є втілення в міжособистісні стосунки гуманістичних цінностей, альтруїзму, взаємодопомоги, заступництва, співпереживання та співчуття. Висвітлено історичний генезис становлення проблеми вивчення просоціальної поведінки в зарубіжній та вітчизняній психології. Вказано на домінування лінії наукового пошуку, відповідно до якої дослідження просоціальної поведінки здійснюється в контексті вивчення суміжних наукових проблем: альтруїзму, емпатії, морального розвитку особистості та гуманних стосунків. Зазначається, що тільки останнім часом спостерігається становлення просоціальної поведінки в якості самостійного предмету дослідження українських науковців. Узагальнено позиції вітчизняних та західних учених щодо суттєвих ознак просоціальної поведінки – ціннісного ставлення до навколишніх та прагнення поліпшити їх стан. З’ясовано змістову неоднорідність просоціальної поведінки як цілісного конструкту, елементами якого є альтруїстичні, допомагальні, кооперативні та власне просоціальні вчинки, в основу опису яких покладено мотиваційну складову як внутрішню детермінанту просоціальної поведінки, що має его-альтруїстичну спрямованість. Розглянуто ціннісні орієнтації як детермінанти просоціальної поведінки, дієвість яких зростає за умови переходу з декларативного рівня на рівень системи переконань.. Автори проаналізували погляди науковців, які досліджували просоціальну поведінку, з огляду принципу діяльнісного опосередкування, відповідно до якого спільна діяльність виступає необхідною умовою існування та засобом формування просоціальної поведінки. У статті розкрито одну із сучасних тенденцій у розробці проблеми дослідження феномену просоціальної поведінки, відповідно до якої суспільно корисна поведінка виступає складовою соціальної компетентності, що лежить в основі гуманізації міжособистісних стосунків. Проаналізовано позиції науковців щодо сутності поняття «соціальна компетентність» з огляду основних позицій діяльнісного та інтегрального наукових підходів. Розглянуто соціальну компетентність як підґрунтя для ефективної взаємодії людей в соціальному середовищі та як інтерактивну характеристику особистості, до складу якої входять соціальні знання, уміння та навички, досвід конструктивної взаємодії з навколишніми, цінності та якості, що забезпечують, у вузькому розумінні, підвищення рівня адаптованості та комфортності особистості в певних соціальних спільнотах та, в широкому розумінні, призводять до діалогічності й гуманізації міжособистісного простору загалом. Висвітлено погляди вчених, які вважають просоціальну поведінку ключовим структурним елементом соціальної компетентності.
The article focuses on one of the current problems: verbal empathy. Verbal empathy is an inescapable ability that is an integral part of interpersonal communication. The inability or unwillingness to show verbal empathy creates communication difficulties. Verbal empathy is a speech act that expresses feelings of empathy towards others. The use of these speech acts is a natural necessity for building healthy verbal communication. Verbal empathy is conditioned by our perception of the world, i.e. our thoughts, emotions, feelings and knowledge. According to research, verbal empathy is an integral part of human existence. It is a way of communicating together, not only between people of different cultures, but also between people of the same culture.
Prosociality is a multifaceted concept referring to the many ways in which individuals care about and benefit others. Human prosociality is foundational to social harmony, happiness, and peace; it is therefore essential to understand its underpinnings, development, and cultivation. This handbook provides a state-of-the-art, in-depth account of scientific, theoretical, and practical knowledge regarding prosociality and its development. Its thirty chapters, written by international researchers in the field, elucidate key issues, including: the development of prosociality across infancy, childhood, adolescence, and beyond; the biological, cognitive, emotional, and motivational mechanisms that underlie and influence prosociality; how different socialization agents and social contexts can affect children's prosociality; and intervention approaches aimed at cultivating prosociality in children and adolescents. This knowledge can benefit researchers, students, practitioners, and policy makers seeking to nurture socially responsible, caring youth.
ResearchGate has not been able to resolve any references for this publication.