Increase In Prosocial Behavior Research Articles

Cumulative family risk and rural-to-urban migrant adolescent prosocial behavior: The moderating role of school belonging

The importance of prosocial behavior in helping migrant youths overcome challenges associated with relocating to urban settings has been emphasized. However, the trajectory of prosocial behavior in this population and the factors influencing it remain unclear. This study aimed to investigate the influence of cumulative family risk on the growth trajectory of prosocial behavior among Chinese rural-to-urban migrant adolescents from 7th grade to 8th grade. Additionally, it delved into the moderating role of school belonging in the relationship between cumulative family risk and prosocial development. The participants in this study included rural-to-urban migrant adolescents (Mean age = 13.52, SD = 1.23, N = 844) and their parents. Outcomes from latent growth curve modeling revealed that migrant adolescents displayed intra-individual increases in prosocial behavior during the transition from 7th grade to 8th grade, while cumulative family risk had a negative influence on these changes. Nevertheless, the adverse impact of cumulative family risk on prosocial development was alleviated for adolescents who reported a heightened sense of belonging within the school environment. These findings underscore the protective role of school belonging in the prosocial development of migrant adolescents, especially for those facing elevated cumulative family risk.

Effective Components of Social Emotional Learning Programs: A Meta-analysis.

Previous reviews have synthesized the impacts of universal school-based social emotional learning (SEL) programs. However, they have yet to attempt a meta-analytic approach with rigorous inclusion criteria to identify the key SEL components and explore what make these programs work. This study aims to fill that gap by examining the impacts of SEL programs and exploring the moderating effects of methodological characteristics, implementation features, and program components on SEL effectiveness. The final sample consisted of 12 high-quality SEL programs, 59 studies, and 83,233 participants, with an overall effect size of 0.15. Meta-regression results indicated that these SEL programs could significantly improve youth social emotional skills, reinforce affect and attitudes, promote academic performance, increase prosocial behaviors, and reduce antisocial behaviors. Training teachers' social emotional skills and reducing cognitive elements in SEL curricula were found to be effective components of SEL programs, whereas pedagogical activities, climate support, and family engagement were not. Large-scale studies of SEL programs tended to generate smaller effect sizes, and those with low program dosages were found to be less effective than those approaching the recommended dosage. Policy and practical implications on how to scale SEL programs are discussed.

Does Universal SEL Work under Typical Implementation Practices? Outcomes of a First Grade Effectiveness Trial

The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to all curricular materials from the SSIS SEL Classwide Intervention Program (Elliott & Gresham, 2017). Consistent with the goals of an effectiveness trial, teachers made local decisions regarding how they implemented the SSIS SEL CIP within their own classroom. Measures of participating students’ (N = 365) social behavior (positive and negative) were collected before and after program implementation in all participating classrooms (treatment and business-as-usual control). Overall, results were mixed relative to hypotheses. Main effects tended to be non-significant and negligible in size; however, several interactions indicated positive outcomes resulting from program exposure (increases in prosocial behavior, decreases in negative social behavior) for students with lower skills at baseline. In addition to replication, future research directions include identifying critical program components and approaches to implementation that optimize program effectiveness under authentic conditions.

A Pilot Study of Yoga with Incarcerated Youth Using the Prison Yoga Project Approach.

In recent decades, there has been more significant implementation and research of yoga programs in prisons and correctional facilities. Existing literature suggests that adult and juvenile prison-based yoga programs may improve stress-management and self-regulation skills; reduce depression, anxiety, aggression, and addictive behaviors; and increase prosocial behaviors. However, yoga in juvenile correctional facilities is still understudied compared to adult populations. The Prison Yoga Project (PYP) and Yoga FLAME (Focus, Letting go, Anger management, Mindfulness, and Exhaling negativity) are two frameworks used to structure the implementation of prison-based yoga programs among incarcerated adolescents. The present study aimed to describe trauma-related stress and self-regulation levels in a sample of incarcerated youth and to explore yoga's effects on developing stress-reduction skills. The study collected measures on overall and in-session stress reduction and baseline self-regulation. Because of the COVID-19 pandemic and public-safety restrictions, the present study was prematurely terminated after 5 months. Only pre-assessment measures were collected. Across time, participants reported a 38% mean stress reduction from the beginning to the end of a yoga session. Incarcerated youth with higher initial self-regulation levels showed higher pre- to post-session improvements in stress. The present findings provide valuable evidence that yoga practice using the combined PYP and FLAME framework can deliver practical benefits to juvenile correctional facilities. Furthermore, yoga may be used to foster rehabilitation, enhance skill development, and facilitate greater success in youth transitioning back into the community.

Promoting Prosociality and Health through Musical Interventions with Groups at Risk of Social Exclusion: A Systematic Review

There is evidence that promoting prosociality through music helps activate participation and integration with the environment, supporting the emergence of empathic responses and fostering bonds between people, especially those with societal inclusion difficulties. The objective of this study was to conduct a systematic review of psychosocial intervention programs that have used musical techniques to promote prosociality in populations at risk of social exclusion. The search was performed following PRISMA methodology guidelines in the Web of Science, Scopus, ERIC, PubMed, and ProQuest databases between 2000 and 2021. A total of 11 studies met the selection criteria. The type of musical activity applied, research design, sample sociodemographic characteristics, measurement instruments and effectiveness were compared. Despite the heterogeneity of the interventions, populations, and contexts among the studies, music was found to be a potential resource for increasing prosocial behaviors, promoting physical and psychological health, and constructing alternatives to antisocial behaviors through the creation of safe spaces for creatively expressing subjectivity, providing prosocial referents, and facilitating cohesive and positive relationships. The limitations highlight the importance of investigating other variables within the studied populations, such as the age of the beneficiaries, the psychosocial problems they present, the level of risk they present, or even their motivations for participating in these programs. It can be concluded that this type of intervention has an impact on the increase in prosocial behaviors in people at risk of social exclusion. However, future studies should address methodological aspects related to the intervention itself, such as the duration of the intervention and the types of activities developed in these programs.

Teachers’ stress as a moderator of the impact of a professional development intervention on preschool children’s social-emotional learning

This study examined the extent to which the impact of a universal professional development (PD) intervention program on children’s early social-emotional learning (SEL) is dependent on early childhood education (ECE) teachers’ stress levels. The program (POMPedaSens) aimed to promote children’s (5–6-year-olds’) SEL by supporting ECE teachers’ PD. Intervention effectiveness was monitored using an 8-month randomized controlled trial design with an intervention group (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided data before and after program implementation. ECE teachers in the IG were trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis revealed that when teachers showed a low level of stress, children’s prosocial behavior increased only in the IG. There were no significant results for the IG in terms of a change in antisocial behavior. The results suggest a promising application of the PD intervention for promoting prosocial behavior in ECE when teachers have low stress. A longer intervention period is likely needed to determine the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. Unexpectedly, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were found for children in the CG. This could result from demands for accountability and high expectations regarding early prosocial behavior without supporting teachers’ PD and well-being, which can diminish social-emotional functioning in the long run. Decreased antisocial behavior in the CG could stem from an acquired propensity towards compliant behavior driven by either a sense of obedience or fear. High stress in the CG indicates that teachers were trying to do their best at the risk of their own well-being.

Adolescents’ neural sensitivity to high and low popularity: Longitudinal links to risk-taking and prosocial behavior

Adolescents are particularly attuned to popularity within peer groups, which impacts behaviors such as risk-taking and prosocial behavior. Neurodevelopmental changes orient adolescents toward salient social cues in their environment. We examined whether neural regions that track popularity are associated with longitudinal changes in risk-taking and prosocial behavior. During an fMRI scan, adolescents (n = 109, Mage=13.59, SD=0.59) viewed pictures of their popular and unpopular classmates based on sociometric nominations from their social networks. Neural tracking of high popularity in the dorsomedial prefrontal cortex was associated with increases in risk-taking behavior, whereas tracking of low popularity in the right insula was associated with increases in prosocial behavior. Results suggest that individual differences in neural tracking of popularity relate to longitudinal changes in adolescents’ social behaviors.

PENINGKATAN PERILAKU PROSOSIAL SANTRI MELALUI CINEMATHERAPY

Prosocial behavior is a form of behavior that must be owned by every individual because it is good. In fact, there are still many students whose prosocial behavior is still at a low level. One of the things that can be done is through the application of cinematherapy. The aims of this study were (i) to find out how the level of prosocial behavior of students at the Uswatun Hasanah Pagaden Islamic Boarding School was before and after being given cinematherapy, and (ii) to find out whether cinematherapy was able to increase the prosocial behavior of students at the Uswatun Hasanah Pagaden Islamic Boarding School. This research is a quantitative research using an experimental approach. The experimental design used in this study was a pre-experimental design with the type of one group pretest posttest control design. The sample in this study were seven students. The data in this study were analyzed quantitatively. The results showed that (i) the research sample had a low level of prosocial behavior during the pretest whereas after the treatment there was a significant increase in prosocial behavior in, and (ii) cinematherapy was effective in increasing prosocial behavior in students at the Cadre Uswatun Hasanah Pagaden Islamic Boarding School.

PENINGKATAN PERILAKU PROSOSIAL SANTRI MELALUI CINEMATHERAPY

Prosocial behavior is a form of behavior that must be owned by every individual because it is good. In fact, there are still many students whose prosocial behavior is still at a low level. One of the things that can be done is through the application of cinematherapy. The aims of this study were (i) to find out how the level of prosocial behavior of students at the Uswatun Hasanah Pagaden Islamic Boarding School was before and after being given cinematherapy, and (ii) to find out whether cinematherapy was able to increase the prosocial behavior of students at the Uswatun Hasanah Pagaden Islamic Boarding School. This research is a quantitative research using an experimental approach. The experimental design used in this study was a pre-experimental design with the type of one group pretest posttest control design. The sample in this study were seven students. The data in this study were analyzed quantitatively. The results showed that (i) the research sample had a low level of prosocial behavior during the pretest whereas after the treatment there was a significant increase in prosocial behavior in, and (ii) cinematherapy was effective in increasing prosocial behavior in students at the Cadre Uswatun Hasanah Pagaden Islamic Boarding School.

The Impact of Emotional Intelligence on Prosocial Behavior among High School Students: A Correlational Study

This study aimed to examine the relationship between emotional intelligence and prosocial behavior among students at SMA Negeri 1 Taman. A quantitative correlational approach was employed, with a sample of 290 students selected using stratified random sampling from the total population of 1,118 students. Data collection involved psychological scales, and Spearman's rho was used for data analysis. The results revealed a significant correlation (p < 0.05) between emotional intelligence and prosocial behavior among the students, with a correlation coefficient of 0.951, indicating a strong positive correlation. The majority of students demonstrated high levels of both emotional intelligence (57.6%) and prosocial behavior (60.3%). These findings suggest that an increase in emotional intelligence positively influences prosocial behavior, while a decrease in emotional intelligence leads to a decline in prosocial behavior. The implications of this research provide a basis for understanding students' emotional intelligence and prosocial behavior levels, allowing for interventions to enhance emotional intelligence and maximize prosocial behavior. Future studies should consider increasing the sample size and exploring additional factors, such as mood, genetic factors, situational influences, and personality, which may impact prosocial behavior. Highlight: Significant correlation: The study establishes a significant correlation between emotional intelligence and prosocial behavior among high school students, indicating a strong positive relationship. Impact of emotional intelligence: Higher levels of emotional intelligence contribute to an increase in prosocial behavior, while a decrease in emotional intelligence leads to a decline in prosocial behavior. Implications for intervention: The findings provide a basis for developing interventions to enhance students' emotional intelligence and maximize their prosocial behavior. Strategies such as organizing study groups and fostering empathy towards the environment can be implemented to improve emotional intelligence. keyword: Emotional Intelligence, Prosocial Behavior, High School Students, Correlation, Quantitative Study

A Scoping Review of Educational Interventions to Increase Prosociality against Gender-Based Violence in University Bystanders

Gender-based violence represents a problem of public interest with a high prevalence on university campuses, which has intensified the preventive strategy for potential victims. However, the prosocial action of the viewer provides a promising alternative to mitigate its incidence. This study analyzes preventive interventions based on gender-based violence towards university viewers as a basis for future proven and sensitive implementation processes of intercultural adaptation. The Scoping review process was implemented based on the Arksey and O’Malley methodology (aligned with the Cochrane manual), with subsequent reporting of results according to the PRISMA guide. In total, 15 articles finally met the selection criteria in the databases: WOS, Scopus, ERIC, PsycINFO, Embase, and PubMed, with specific descriptors. Despite the heterogeneity in the types of intervention and the study variables, the intervention and the results are described, and it is highlighted that they were effective for most of the proposed objectives, such as the decrease in the perpetration of sexual violence, the increase in prosocial behavior, and the recognition of forms of violence. The great value of these preventive interventions is concluded, and the diversity of these strategies implemented in parallel and continuously would have a lasting impact in higher education contexts.

Experiencing sweet taste is associated with an increase in prosocial behavior

Taste may be the first sense that emerged in evolution. Taste is also a very important sense since it signals potential beneficial or dangerous effects of foods. Given this fundamental role of taste in our lives, it is not surprising that taste also affects our psychological perception and thinking. For example, previous research demonstrated remarkable psychological effects of sweet taste experiences, suggesting that sweetness may be a source domain for prosocial functioning. Recent research reports that briefly experiencing sweet taste made participants more helpful in their intentions and behavior. The current study aims to test this hypothesis and to examine the neural underpinnings of this effect by using an fMRI approach. Participants were asked to taste sweet, salty, and neutral taste while lying in the fMRI scanner. Subsequently their prosocial behavior was tested by playing the dictator game, a measure of prosocial behavior. Results showed that sweet taste was associated with an increase in prosocial behavior compared with previously experiencing salty taste but did not affect control stimuli ratings. FMRI results revealed a modulation of the dorsal anterior cingulate cortex associated with this sweetness effect. This brain area is known to play a central role for monitoring conflicts and decisions and has been directly linked to selfish and prosocial economic decisions. The results demonstrate that sweet taste has complex psychological effects including positive and socially desirable outcomes. We discuss the results with other studies on psychological sweetness effects and suggest possible implications of these findings.

I really am more important than you: The relationship between the Dark Triad, cognitive ability, and social value orientations in a sample of Japanese adults

This study examined the relationship between the Dark Triad of personality, cognitive ability, and social value orientations. After gender and age were controlled for, dark personality traits and cognitive ability were examined for their predictive utility of prosocial, individualistic, and competitive social value orientations. A sample of 4730 Japanese adults (60.25% men, 39.75% women) aged between 18 and 71 (M = 49.62, SD = 11.06) completed a large-scale cross-sectional online survey. Results showed that dark personality traits negatively predict prosocial value orientation, whereas higher cognitive ability was linked with an increase in prosocial behavior. Further, higher scores in all dark personality traits predicted an individualistic social value orientation, while Machiavellianism and low cognitive ability predicted competitive behaviors. Results suggest that when there is a conflict between individual and collective interests, individuals high in dark personality traits have a preference for proself behavior and tend to avoid prosocial decisions, prioritizing their benefit over others'.

Does serotonin system stimulation increase pro-social behavior? A comparative pharmacological neuroscientific study in healthy humans

Does serotonin system stimulation increase pro-social behavior? A comparative pharmacological neuroscientific study in healthy humans

STRENGTHENING A CHILD-FRIENDLY ENVIRONMENT THROUGH IMPROVING YOUTH PROSOCIAL BEHAVIOR IN THE VILLAGE AREA OF GUNUNG ANYAR SURABAYA

Introduction: The stages of adolescent development as one of the tasks of human development also have a role, one of them is applying prosocial behavior. Prosocial behavior is any form of behavior that has positive consequences for others, whether in the form of material, physical or psychological but has no clear advantage for the owner. The purpose of this community service is to improve knowledge and skills about prosocial behavior to adolescents in the village area of Gunung Anyar, Surabaya. so that it can develop adolescent prosocial behavior and can prevent antisocial behavior. Methods: The method used in this community service activity is training with lecture and case discussions methods about prosocial behavior in adolescents and peer group support. As many as 30 people consisting of 15 adolescent, 13 parents, and 2 health cadres, with the criteria of adolescent aged 13-18 years took part in this activity and an evaluation was also carried out by filling out a questionnaire on the prosocial behavior of adolescents, parents, and health cadres through pretest and posttest. Results: The results achieved through this activity were increase in prosocial behavior in adolescents, parents and health cadres. This is because the methods of lectures and case discussions can provide a clear experience in implementation prosocial behavior so that participants know and can apply skills in prosocial behavior in a community environment. Conclusion: The next community service activity requires the formation of youth health cadres with a broader goal of improving a child-friendly environment.

Addressing the Cause-Related Marketing Paradox for Luxury Brands to Increase Prosocial Behavior and Well-Being

Although luxury firms have come under increasing pressure to engage in corporate social responsibility (CSR) initiatives, they have traditionally been hesitant to engage because of the CSR–luxury paradox: the values and motivations underlying luxury consumption (self-enhancement) may conflict with the values and motivations underlying prosocial behavior (self-transcendence), and thus their CSR initiatives may not only be ineffective, they may actually harm the brand. In this commentary, we discuss research on the strategies and tactics luxury brands can use to nudge luxury consumers to engage in their cause-related marketing (CRM) initiatives by aligning the values of their luxury customers with the symbolic values of their CRM offerings and thus increase the impact of the prosocial causes on societal well-being. This research supports the objectives of transformative luxury research (TLR) in integrating luxury consumption into the mission and vision of transformative consumer research (TCR).

Psychological empowerment as a route for positive adjustment during adolescence

Empowerment theory (Zimmerman, 2000) provides a framework for understanding and promoting positive youth development during adolescence. The current study considers reciprocal associations between psychological empowerment and adolescents' prosocial behavior, responsible decision making, social support giving, and delinquent behavior across the school year (n = 837 8th grade youth; 50.5% female). Results from cross-lagged analyses support Zimmerman's (2000) model of empowerment. Psychological empowerment was related to increases in prosocial behavior, responsible decision making and social support giving, and decreases in delinquent behavior over time, controlling for prior levels. Also in support of empowerment theory, we found less evidence for behavior predicting changes in empowerment. Results suggest that supporting adolescents' empowerment provides a route for positive youth development above and beyond prior behavioral tendencies.

Mental health outcomes of the Daily Mile in elementary school children: a single-arm pilot study.

School-based physical activity (PA) programmes such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting PA recommendations. This study is the first to examine TDM (a daily one mile outdoor run/walk performed at a self-selected pace during school hours) on mental health, self-esteem and self-perceived competence of elementary schoolchildren. In total, 550 children (n = 289 boys, aged 5-13 years) were recruited from seven schools across Flanders. The Self-Perception Profile for Children (SPPC) and the Strengths and Difficulties Questionnaire (SDQ) were completed before, during and post-intervention. One-way repeated measures ANOVA was used to examine changes over time. Additional subgroup analyses of children with low scores on the SPPC (-1SD) were performed. Only perceived global self-worth (SPPC) was significantly higher (p = .041) following TDM. However, in children with low baseline SPPC scores, significant increases with large effect sizes were found for global self-worth (p = <.001), scholastic competence (p = .001), social competence (p = .003), athletic competence (p = .002), physical appearance (p = <.001) and behavioural conduct (p = .003) following TDM. Moreover, significant reductions over time were reported by parents for total difficulties (p < .001), hyperactivity (p = .004), peer problems (p = .008) and emotional symptoms (p = <.001) and an increase in prosocial behaviour (p = .038) on the SDQ following TDM. However, no changes for conduct problems were observed (p = .143). The study is the first to indicate that TDM potentially improves mental health, self-esteem and self-perceived competence in elementary schoolchildren, especially in those with a poor mental health status. Randomised controlled trials are now required to more definitively test these findings.

Using A Simulation to Improve Learning Outcomes In An Undergraduate Determinants of Health Course

To allow reality to be brought into the classroom, simulation based learning can be used. Digital technology is reshaping the student experience in and out of the classroom and it is reforming the ways students read and think. The pedagogical benefits of simulations offer new ways to achieve a more student‐centered and teacher‐centered double‐centered approach. Simulations can be used as an educational tool with which the student can physically interact to mimic real‐life situations. Simulations based learning can be an effective approach to develop complex skills. Moreover, simulation based learning allows limitations of learning in reality to be overcome. A unique aspect of using simulations as an educational tool allows for the opportunity to alter and adjust aspects of reality which facilitates learning and practice. When you think about being healthy what comes to mind? Typically we think about physical and mental health, but it includes so much more. Being healthy incorporates mental, physical, spiritual, emotional, environmental, and social well‐being. It also focuses on areas that influence health such as housing, transportation, food, race, and socioeconomic status. These are known as determinants of health and can impact health and the health of communities. Simulations have the power to immediately standardize the context for those that have little awareness of the actualities of particular situations such as homelessness, poverty, and inequalities and increase prosocial behavior and empathetic concern. The technology has the ability to deliver messaging and true, lived experiences faster and at scale, giving people the ability to truly connect and relate to the subject matter at hand. For example, in one virtual experience you may walk through a community with sidewalks and complete streets, a grocery store nearby, and a subway station right around the corner. In another scenario, you may be walking along the street carefully avoiding traffic with no healthy food options or public transportation in sight. How do these two scenarios impact the heath of individuals that are in these two different scenarios? There has been little to no research in the area of simulations in the area of public health at the undergraduate level. Therefore, a digital simulation will be used to analyze the impact of learning outcomes. To achieve this, undergraduate public health majors taking Determinants of Health at Georgia State University participated in the study (N=55) The simulation known as SPENT was used to assess the effects of poverty simulation on student’s beliefs, attitudes, and actions. Data was collected using Qualtrics as the survey instrument. As a result of the stimulation, 81% of students felt like the activity helped them better understand the effects of poverty on health. Moreover, after completing the simulation 98% of the students understood the complexity of poverty. In conclusion, simulations can be effectively used to facilitate the learning of complex processes in the public health field.

A longitudinal analysis of social class and adolescent prosocial behaviour: a latent growth model approach (Un análisis longitudinal de clase social y conducta prosocial adolescente: un enfoque de modelo de crecimiento latente)

ABSTRACT The current research used longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,091) to examine the link between social class and prosocial behaviour from third grade to sixth grade. Latent growth modelling found that adolescents from families with increased income-to-needs ratio tended to experience an increase in prosocial behaviour from third grade to sixth grade; adolescents from families with high income-to-needs ratio in third grade were more likely to be identified as the class of high initial with decrease; adolescents in the profile of high initial with decrease tended to be more prosocial in each grade and came from families with higher levels of income-to-needs ratio, higher parental education and higher parental occupation. Implications and future directions were presented.