Development Of Prosocial Behavior Research Articles

The association between parents phubbing and prosocial behavior among Chinese preschool children: a moderated mediation model.

The popularization and widespread use of smartphones and other electronic devices have led to the occurrence of "parents phubbing", which may have a negative impact on child-parent relationship and preschoolers' prosocial behavior. To clarify this process, a questionnaire survey was conducted with 3,834 parents from 20 kindergartens in Zhuhai, China. This study examined the relationship between between parents phubbing, closeness child-parent relationship, authoritative parenting style and children's prosocial behavior. According to the study, we found a significant negative correlation between parents phubbing and preschoolers' prosocial behavior. Closeness child-parent relationship mediated between parents phubbing and preschoolers' prosocial behavior through mediation effects analysis. In other words, parent phubbing was negatively associated with closeness child-parent relationship, which in turn predicted less child prosocial behavior. In addition, authoritative parenting styles have a moderating effect. As the level of authoritative parenting style increases, the negative impact of parent phubbing on the prosocial behavior of preschool children is attenuated. This study contributes to the understanding of the relationship between parents phubbing and prosocial behaviors of preschool children, as well as the internal mechanisms at work. Practically, the study suggests that parents should reduce the incidence of phubbing in their contact with their children and, at the same time, work to improve the child-parent relationship and promote the development of prosocial behaviors in children.

The effect of cultural socialization on the development of prosocial behavior and academic performance in young adults

Socialization is a lifelong process of learning that influences an individual’s attitude, behavior, and values. The term “cultural socialization" specifically refers to the learning mechanism by which young adults attain cultural maturity by acquiring awareness of their cultural group values, resulting in the development of a sense of belonging toward that particular cultural group. Family as an agent of socialization plays a crucial role in imparting cultural traits and values to its members, which varies from one family to another due to cultural diversity and social change. The significant influence of peer groups, in addition to family, as a socializing entity adds complexity to this learning system and makes it a potential source for creating distinctions and fostering the development of superiority and inferiority complexes among the members. Young adults who experience socialization from both entities encounter a chaotic state of mind that impacts their behavior and academic performance. Hence, this study seeks to comprehend the significance of cultural socialization in the development of prosocial behavior and academic achievement within diverse cultural contexts, such as educational institutions. The study adopted a quantitative methodology with simple random sampling administered through a questionnaire. The findings show that cultural socialization has a potential influence on academic performance and prosocial behavior. Thus, cultural socialization serves as a catalyst for enhancing prosocial behavior, subsequently leading to better academic performance.

Effect Of Parenting Styles on Children’s Prosocial Behavior

The aim of the review is to analyze the correlation between parenting styles and children’s prosocial behavior development. Due to the observation of the lack of prosocial behavior in some children’s lives, often with insufficient socialization, social difficulties, and other phenomena that affect future development, we want to figure out the best parenting style for children to grow up. Recently, under the increasingly severe challenge of children’s psychological problems, it is important to review the impact of parenting styles on children's prosocial behavior. Through three databases, we selected literature related to parenting styles and children's prosocial behavior during the late 20 years for study, reference, and analysis. The result showed that authoritative parenting encourages the prosocial behavior of children, while authoritarian parenting hinders the advancement of children's prosocial behavior. After a series of analyses, we concluded that authoritative parenting is currently the most recommended parenting style for the development of well-rounded personalities and prosocial behavior in children. For children and adolescents who lack prosocial behavior, acquired education is helpful in improving their behavior and cognition. The findings indicated that parenting styles is essential for the growth of children’s prosocial behavior.

클래스넷을 활용한 또래생태 및 학급규범 개선: 학생의 학업 열의와 사회적 행동

The objective of this study was to evaluate the impact of teacher-led interventions in the classroom on students’ academic and social behavior. The intervention focused on improving positive peer relationships and classroom norms. To fulfill this purpose, 115 classes (N = 2,858 students) across elementary, middle, and high school levels were divided into an experimental group (n = 66 classes) and a control group (n = 49 classes). Students’ academic engagement (behavior, emotion), social behavior (overt and relational aggression, prosocial behavior), teacher―student relationships (support, conflict), teacher alignment, and peer network attributes were collected at the beginning and end of the semester through student and teacher reports as well as peer nominations. Multilevel analyses and longitudinal social network analyses were utilized to evaluate the impact of the teacher-led intervention. The results of the multilevel analysis revealed that teacher alignment, teacher―student conflict, and an initial level of academic engagement were significant factors to improve academic engagement. In terms of overt and relational aggression, teacher support played a crucial role in the experimental effect, with varying impacts observed in elementary and middle school groups. Longitudinal social network analysis revealed significant classroom intervention effects on prosocial behavior. Both peer choice and socialization (influence) effects were significant in the experimental group, while only the peer influence effect was observed in the control group. This suggests that the class-based intervention contributed to the development of prosocial behaviors as class norms. This study has educational significance in that it highlights the importance of creating positive class norms and peer ecology to enhance students’ academic engagement and social behavior.

Religiosity, Empathy, and Its Relationship with Prosocial Behaviour, The Mediating Role of Peer's Relationship

The study aimed to investigate the role of religiosity and empathy in elucidating prosocial behavior's development in light of peers' relationships among Muslim adolescents in Jordan through testing a proposed model that represents the relationship among variables. The study sample consisted of 380 first- and second-year students at the University of Jordan during the academic year 2023-2024 who were selected using a simple random sampling technique. The results revealed that religiosity and empathy predicted prosocial behavior. Peers' relationships were predicted by both religiosity and empathy, which in turn predicted prosocial behaviors.

Identifying the Prosocial Orientations That Influence Choice of University Studies in the Social Field for Sustainable Educational Integration

For sustainable educational integration, universities are tasked with the aim of educating specialists who are chosen based on particular criteria in order to promote sustainable development. In the domain of social work, it is crucial to take into account young individuals who express a desire to pursue studies in this field and who have prosocial orientations and tendencies. This research was based on the application of a Prosocial Orientation Questionnaire on a group of 238 students (M—2.4 years, 89.5% female) using questions with a purpose, but also a scale for measuring prosocial tendencies (PTM). The findings regarding the prosocial guidelines highlighted the role of the family in the multidimensional development of prosocial behaviour (PSB), but also the involvement in voluntary activities. The results revealed a high association with the six scales of PTM, with higher values being obtained for three dimensions (Compliant, Dire, Emotional) that show a stronger development. Assessing prosocial orientations and tendencies can help select a career and pursue university courses in the social field. The use of these instruments provides evidence of the effectiveness of PTM in assessing prosocial tendencies and supports the idea that PSB is multidimensional. This is demonstrated by the correlations observed in young individuals pursuing a social career.

The Effect of Parental Rearing Styles on the Prosocial Behavior of 3-6 Years Old Children

Ever since Diana Baumrind put forward the concept of parental rearing styles in 1967, it has been a subject of great concern to the psychological and educational circles. People have become more and more aware of the influence of the family on the development of young children in various aspects. In order to further explore the influence of parental rearing styles on young children's prosocial behavior, this study adopts a systematic literature review method and selects 19 high-quality documents from China national knowledge infrastructure, Readshow and ERIC databases, focusing on analyzing the influence of parental rearing styles on 3-6 years old children's cooperative and helping behaviors. This study finds that authoritative parenting styles are conducive to the development of prosocial behaviors in young children, whereas young children growing up in permissive, neglectful and authoritarian parental rearing styles show less cooperative behaviors and helping behaviors, and poorer development of prosociality. Effective family education guidance strategies are ultimately proposed to promote parents to adopt positive parental rearing styles to facilitate the development of prosocial behaviors in young children.

Wikipedia as an academic service-learning tool in science and technology: higher education case from Siberia.

Wikipedia, the open crowdsourced encyclopedia that anyone can edit, ranks among the top ten most-visited websites globally. Its integration into university curriculum as an innovative educational tool is a slowly growing trend; however, many higher education institutions have yet to fully grasp its potential. In response, a specific optional module for Wikipedia editing, designed for the selected undergraduate science courses at the School of Advanced Studies, Russia, was implemented as an optional extra credit service-learning activity, a teaching methodology combining meaningful service to the community with curriculum-based learning. Students who chose to participate and those who preferred not to participate in the activity were invited to participate in a research project to explore their perspectives and experiences. In total, five sessions of focus group discussions were conducted with participants (12 females and 2 males) in one set and non-participants (5 females and 4 males) in another to identify students' perspectives on themes such as their interest in science, reasons for their choices, and their expectations before the activity while post-experience focus group discussions were used to identify the perspectives of participant students on themes, encompassing contribution of the service-learning activity, acquisition of new skills, and the development of prosocial behaviors. Students' opinions on integrating social responsibility topics into the curriculum were also explored. The results extracted from these focus group discussions, analyzed through consensual coding, revealed factors promoting student participation, like interest in the subject, novelty of the activity, and grade improvement opportunities, as well as factors deterring participation, such as concerns about academic benefits, workload, and time constraints. Furthermore, the results demonstrated that Wikipedia editing serves as a novel teaching methodology, promoting student learning and development in digital literacy and information literacy, which are among the twenty-first-century skills. Interestingly, at the same time, not all students could address the value of contributing to open, crowdsourced knowledge for public service or interpret this activity as an academic service-learning. These suggest that Wikipedia editing is an innovative teaching approach, fostering students' learning and development while also indicating its potential to enhance students' understanding of responsible citizenship and public service in the digital age.

Do Empathy and Theory of Mind Go Hand-in-Hand?: Predicting Preschoolers’ Prosocial Behavior from Their Social Understanding Profiles

Objectives: While studies have explored various subtypes of children’s antisocial behavior, there has been a lacuna in identifying the heterogeneity underlying children’s prosocial behaviors are lacking in comparison. Our study aimed to derive the subtypes of children based on the theory of mind (ToM) and empathy, and compare the levels of prosocial behavior between the subtypes.Methods: We adopted latent profile analysis (LPA) to explore the heterogeneity in children’s social understanding that underlies prosocial behaviors. A total of 230 preschoolers aged 5-6 years (114 girls, 116 boys) participated in the study. An online questionnaire survey was answered by their mothers to assess children’s prosocial behavior, empathy, and ToM.Results: The LPA revealed that preschoolers may be distinguished into four different profiles: a “moderate social understanding-balanced group (i.e., the scores of empathy and ToM were at similar levels)”; a “low social understanding-ToM higher group (i.e., ToM scores were higher than empathy scores)”; a “low social understanding-emoathy higher group”; and a “high social understanding-ToM higher group.” The “High social understanding-ToM higher” was the most prosocial group and the “low social understanding-ToM higher” was the least prosocial group.Conclusion: The findings reveal the heterogeneity of preschoolers’ social understanding profiles. While both components of social understanding may facilitate children’s development of prosocial behavior, the ability to empathize may compensate for the lack of ability to understand the ToM.

Examination of promotive and protective effects on early adolescent prosocial behavior through a bioecological lens.

Prosocial behavior during childhood has been associated with numerous positive developmental and behavioral outcomes in adolescence and adulthood. Prosocial behavior, which includes cooperation and helping others, develops within a bioecological context. Considering it through such a lens enhances the understanding of the roles of different bioecological factors in its development. Using data from a longitudinal study of adopted children and children reared with their biological parents, this paper examined if positive aspects of a child's bioecological system at age 7 predict prosocial behavior in early adolescence (age 11), and whether these bioecological factors could offset risk due to biological family psychopathology and/or maternal prenatal substance use. The analyses incorporated variables from different levels of Bronfenbrenner's bioecological model (the individual, microsystem, exosystem, and macrosystem) and examined the promotive, and potentially protective, effect of each contextual factor, while also considering their interplay with biological family psychopathology and prenatal substance use. Results from linear regression models indicated that the microsystem variable of parental warmth at age 7 had a promotive effect on age 11 prosocial behavior. Further, in addition to its main effect, parental warmth was protective against maternal substance use during pregnancy when children were raised with their biological parent (s). Household type (biological family) and biological family internalizing psychopathology were the only other significant predictors in the model, with each associated with lower prosocial behavior at age 11. Study results extend prior work on the benefits of parental warmth on child outcomes by employing a strength-based, bioecological approach to the development of prosocial behavior during early adolescence and examining "for whom" the effects of parental warmth are most protective.

Transitioning from childhood into adolescence: A comprehensive longitudinal behavioral and neuroimaging study on prosocial behavior and social inclusion

Acting prosocially and feeling socially included are important factors for developing social relations. However, little is known about the development of neural trajectories of prosocial behavior and social inclusion in the transition from middle childhood to early adolescence. In this pre-registered study, we investigated the development of prosocial behavior, social inclusion, and their neural mechanisms in a three-wave longitudinal design (ages 7–13 years; NT1 = 512; NT2 = 456; NT3 = 336). We used the Prosocial Cyberball Game, a ball tossing game in which one player is excluded, to measure prosocial compensating behavior. Prosocial compensating behavior showed a linear developmental increase, similar to parent-reported prosocial behavior, whereas parent-reported empathy showed a quadratic trajectory with highest levels in late childhood. On a neural level we found a peak in ventral striatum activity during prosocial compensating behavior. Neural activity during social inclusion showed quadratic age effects in anterior cingulate cortex, insula, striatum, and precuneus, and a linear increase in temporo-parietal junction. Finally, changes in prosocial compensating behavior were negatively associated with changes in ventral striatum and mPFC activity during social inclusion, indicating an important co-occurrence between development in brain and social behavior. Together these findings shed a light on the mechanisms underlying social development from childhood into adolescence.

The Influence of Chinese Parenting on Adolescent Pro-social Behavior

Since teenagers tend to behave treasonably in their adolescence, researchers are more likely to focus on their problem behaviors, which neglect their pro-social behavior. However, instead of solving and dealing with the problems they currently faced, it is much more significant to promote the development of pro-social behavior positive in their adolescence. This article reviews previous literature and organizes the influence of pro-social behavior on adolescents through parenting in various scales and concludes mediation and moderation. The main arguments of this paper are: 1) divided parenting into parenting style and parenting behavior and defined pro-social behavior; 2) compared different influences on pro-social behavior by scales of parenting behavior and parenting style in different dimensions; 3) discussed the mediation and moderation between parenting and pro-social behavior. This article finds that positive parenting can greatly benefit adolescents pro-social behavior, and also inspires researchers to focus more on factors, such as gender differences, single parents, and the system of the whole family, which can influence the development of pro-social behavior by parenting differently.

The impact of caregiver mental health on child prosocial behavior: A longitudinal analysis of children and caregivers in KwaZulu-Natal, South Africa.

Prosocial behavior has positive social, cognitive, and physical health effects on the individual exhibiting the behavior as well as on society as a whole, and is integral to overall mental and physical wellbeing. The development of prosocial behavior is rooted in early childhood and learned through observation. As such, those spending time with children, especially their caregiver, play a critical role in their prosocial development. The current study investigates the impact of caregiver mental health on the prosocial development of young children over time. This paper presents a secondary analysis of child prosocial development in the Asenze Study, a longitudinal, population-based cohort study based in KwaZulu-Natal, South Africa. Children were followed-up over time from an average age of five to seven years along with their caregivers. Linear GEE regression analysis was used to assess whether a change in presence of a mental health disorder in a caregiver during this 2-year interval (using the Client Diagnostic Questionnaire) impacted the development of their child's prosocial behavior (using the Strengths and Difficulties Questionnaire). After adjusting for early child-care, child HIV status, SDQ child prosocial subscale, SDQ total difficulties score, and household order score (CHAOS), children whose caregivers acquired a mental health disorder had a significantly smaller increase in prosocial behavioral development compared to children whose caregivers never had a mental health disorder. Identifying contextually relevant modifiable factors such as this will help stimulate the development of interventions to promote prosocial development in childhood.

Examining Developmental Trajectories and Predictors of Childhood Prosocial Behavior: Effects of Peer Play Interactions and Self-Control

Objectives: This study aimed to classify latent groups based on the developmental trajectories of prosocial behavior in early childhood. In addition, it aimed to verify whether peer play interactions (play interaction, play disruption, and play disconnection) and self-control during preschool years have significant influences on the classification of latent groups.Methods: This study included 1,201 children(617 males, 51.4%; 584 females, 48.6%) drawn from the 7th, and 9th-11th waves of the Panel Study on Korean Children (PSKC). Latent class growth modeling was used to analyze the data.Results: The patterns of changes in prosocial behavior in early childhood were classified into three groups: high-increasing, moderate-stable, and low-decreasing. Among the predictors, play interaction, play disruption, and self-control significantly affected the classification of the latent groups. Specifically, children who exhibited high levels of play interaction and low levels of play disruption during the preschool years were more likely to belong to the high-increasing group, indicating a more positive prosocial behavior. However, those with low self-control were more likely to belong to the low-decreasing group, showing a relatively negative developmental trajectory of prosocial behavior.Conclusion: This study confirmed heterogeneities in the developmental trajectories of prosocial behavior in early childhood, differentially predicted by preschool-age peer interaction qualities and self-regulation. The findings highlight the importance of taking a comprehensive approach in early childhood education to enhance children's prosocial behavior development utilizing both interpersonal and intrapersonal factors during preschool years.

The role of parental rejection and poverty in the development of prosocial behavior among left-behind adolescents in rural China

Studies have shown left-behind adolescents in rural China having less prosocial behavior than their non-left-behind peers. Although parenting styles have a role to play in the development of prosocial behavior, more studies are warranted to understand the underlying mechanisms and the conditions that could increase (or buffer) the positive (negative) association between parenting style and prosocial behavior. Based on the Parental Acceptance-Rejection Theory and other theoretical models, the present study proposed and tested a moderated mediation model to examine the mediating role of moral identity in the relationship between parental rejection and prosocial behavior as well as the moderating effects of subjective poverty on the relationship between parental rejection and prosocial behavior as well as between moral identity and prosocial behavior. A total of 714 rural left-behind adolescents in China answered a questionnaire comprising Prosocial Tendencies Measure (PTM), Short-form Egna Minnen av Barndoms Uppfostran (s-EMBU, a measurement of parental rejection), Moral Self-identity Scale (MSS) and Subjective Poverty in their classrooms. Results showed that paternal rejection, but not maternal rejection, had an indirect negative relationship with prosocial behavior via moral identity. Moreover, subjective poverty moderated the direct relationship between paternal rejection and prosocial behavior as well as the relationship between moral identity and prosocial behavior, though the moderated mediation model was not supported. Specifically, the negative relationship between paternal rejection and prosocial behavior was strengthened when subjective poverty was low. Meanwhile, the positive relationship between moral identity and prosocial behavior was reinforced among adolescents with higher subjective poverty. The findings not only reveal the underlying mechanism of the relationship between parental rejection and prosocial behavior among rural left-behind adolescents but also highlight the necessity of incorporating the effect of subjective poverty.

Development of prosocial behavior and inhibitory control in late childhood: A longitudinal exploration of sex differences and reciprocal relations.

This study examined longitudinal development of prosocial behavior, assessed by the parent-reported Strength and Difficulty Questionnaire, and inhibitory control, measured by the Opposite Worlds Task, in a sample aged 9 and 12 years (n = 9468, 49.9% girls, 85.8% White) from the Avon Longitudinal Study of Parents and Children. The goal was to assess whether the level of prosocial behavior at age 9 relates to change in inhibitory control, and vice versa. Sex differences were also explored. Latent change score models showed that low inhibitory control in boys at age 9 was associated with more decreases in prosocial behavior from 9 to 12 years of age. This may suggest that interventions targeting inhibitory control in boys may also foster their social competence.

Peer influence on prosocial behavior in adolescence

Peer relationships are crucial for the formation and development of prosocial behavior among adolescents. However, most studies have focused on harmful behaviors and risky behaviors of adolescence, and previous verifiable work has often focused on peer relationship influences for antisocial behavior in adolescents. The research on the influence of adolescent peer relationship on prosocial behavior is relatively insufficient, especially the lack of systematic reviewing articles. This article presents peer influence can affect the prosocial behavior by demonstrating social and prosocial behavior in adolescent stage, exploring the importance of peer relationship, decision information of peers and peer intimacy. Moreover, this paper reviews recent experiential studies to explain the mechanism of peer influence on adolescent prosocial behavior from the perspectives of social learning and conformity theory and gender differences. This paper builds a higher study basement for future prosocial behavior field. Limitations of differences between different prosocial behaviors, and the influence level from peers are also worth investigating in the future.

Towards the development of prosocial behavior in students through the use of video games

Currently, in the information and knowledge society in which we live, the use of video games has become widespread among children and adolescent students. Given this reality, we wonder to what extent the use of video games helps to develop the prosocial behavior of students, so as to encourage Solidarity and Help Response, Perspective Taking, Altruism and Assistance among students. The objective of the research is to measure the efficacy of the treatment given through video games in the prosocial behavior of students in Regular Basic Education. The methodology applied is quasi-experimental through the application of the video game Sandbox Minecraft in students, a pre-test and post-test was applied that considers a Prosocial Skills Scale for Adolescents (EHP-A): Solidarity and Help Response, Perspective Taking, Altruism and Assistance among students. It allowed to measure the students' prosocial behavior. Five game sessions were developed with personalized dynamics in the Sandbox Minecraft video game in its multiplayer mode. The results show that the dynamics applied through the five game sessions were able to improve and increase solidarity and Help Response, Perspective Taking, Altruism and Assistance among the students. In conclusion, the short-term effectiveness of the use of the Sandbox Minecraft video game to improve prosocial behavior in students is demonstrated. Keywords: Video game, Sandbox, Minecraft, behavior, prosocial, education, learning

The relationship between gratitude and adolescents' prosocial behavior: A moderated mediation model.

The development of prosocial behavior is an important embodiment of youth socialization. Cultivating adolescents' prosocial behaviors can be beneficial to individuals form correct outlook on life and values, and has a profound impact on promoting the harmonious development of society. This manuscript constructs a model to explain the mediating role of sense of meaning in life between gratitude and prosocial behavior and the moderating role of self-esteem in the mediating path. From the analysis of the data of 2,735 questionnaires utilizing SPSS 22. (1) Gratitude has a significant positive effect on prosocial behavior; (2) sense of meaning in life plays a mediating influence on the relationship between gratitude and prosocial behavior; and (3) self-esteem has a moderating impact on relationship between sense of meaning in life and prosocial behavior, which means that adolescents with high self-esteem experience a stronger positive effect of a sense of life's meaning on their prosocial behavior. These findings not only add to research on the relationship between gratitude and prosocial behavior, but also provide ideas for improving adolescent prosocial behavior. Theoretical and practical implications, along with limitations and future research directions, were discussed.

2.1 Masculinity in America: Media Representations and Societal Observations

The aim of this presentation is to explore what masculinity implies in the United States and to examine how expectations of boys (conveyed through child-rearing, peer influence, and media depictions) may hamper the development of prosocial behaviors.