Interpersonal Relationships, Emotional Distress, and Prosocial Behavior in Middle School

Abstract

Investigated in this study was the contribution of peer acceptance, perceived support from peers, and family cohesion to prosocial behavior in young adolescents. Based on theories of peer socialization, it was hypothesized that being accepted by peers would have a direct relation to prosocial behavior. In addition, emotional distress was examined as a possible mediator between adolescents’ perceptions of family and peer relationships and prosocial outcomes. In a sample of 167 sixth-grade students, hypotheses were supported in that peer acceptance was related directly to prosocial behavior and emotional distress mediated relations between perceived support from peers and prosocial behavior. Family cohesion was related negatively to distress but not to prosocial outcomes. The roles of parents and peers in promoting young adolescents’ social competence, as well as the importance of emotional well-being for positive social adjustment in middle school are discussed.