Abstract
In this brief report, we examine whether students’ (N=230) willingness to help individuals in distress (altruism) would be augmented after viewing Secure Attachment Messages (SAM) during lecture in a college course. Students were presented with SAM in alternating weeks as part of the PowerPoint presentation slides. In each of the 10 weeks, their likelihood of engaging in altruistic behaviors was assessed using hypothetical scenarios and a student response system, Top Hat Monocle. We predicted that the SAM would prompt students to think of their attachment figures and enhance their feelings of security, which would increase their willingness to engage in altruistic behaviors. Our hypothesis was statistically supported in that students reported greater altruism toward individuals of various ethnic backgrounds on days for which SAM were shown in lecture. The results suggest that SAM may promote prosocial tendencies, particularly in classes with sensitive subject matter.
Highlights
According to attachment theory, individuals have styles of relating to people based on the type of care they receive as children (Cassidy & Shaver, 2016)
We examined whether students in a university Race and Racism course would report greater altruism after viewing Secure Attachment Messages (SAM) in lecture compared to days when SAM were not shown
We found that students reported greater altruism for weeks in which SAM were shown (M = 69.16, SD = 17.56) compared to weeks they were not shown (M = 58.02, SD = 18.86); t(229) = 4.19, p ≤ .001; d =
Summary
Individuals have styles of relating to people based on the type of care they receive as children (Cassidy & Shaver, 2016) Those who receive warm, responsive, and consistent care develop secure styles and are able to form deep, trusting bonds in their adult relationships. 50-60% of the adult population has a secure attachment style (Bakermans-Kranenburg & van IJzendoorn, 2009) These individuals experience positive outcomes in their individual development (e.g., confidence, achievement) and interpersonal relationships (Mikulincer & Shaver, 2016a; Zeifman & Hazan, 2016). Infants who receive little to no attention from their primary caregivers develop an avoidant attachment style (Cassidy, 2016) These children learn that people cannot be depended upon during times of need. 20-30% of the adult population has an avoidant attachment style (BakermansKranenburg & van IJzendoorn, 2009)
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