Increase In Prosocial Behavior Research Articles

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.

Perspective Taking Ability in Psychologically Maltreated Children: A Protective Factor in Peer Social Adjustment.

Perspective taking is conceptualized as a multidimensional construct characterized by three components: cognitive, affective, and visual. The experience of psychological maltreatment impairs the child’s emotional competence; in particular, maltreated children present difficulty in understanding and regulating emotions and in social understanding ability. In addition, the literature contains several contributions that highlight maladaptive behaviors of children with a history of maltreatment in peer interactions in the school context. Perspective taking ability has rarely been studied in maltreated children and the existing studies have produced different and often conflicting results that require further insights. On the grounds of these premises, the main objective of the present research is to investigate perspective taking ability in preschool children from maltreating and non-maltreating family contexts and its role in social adjustment, in terms of prosocial and aggressive behavior toward peers inside the kindergarten. A second objective is to verify the effectiveness of a training aimed to promote perspective taking ability in victims of psychological maltreatment. This research, organized into two separate studies, involved 249 preschool children: 206 children from non-maltreating family contexts and 43 brought up in psychologically maltreating families. Perspective taking was measured via the administration of several tests, and prosocial behavior and aggressiveness were observed via non-participant observations in the school context. The training involved maltreated children in small-group meetings based on familiar and appealing activities within the mother–child community. The overall results show that children’s perspective taking ability, in particular the affective perspective taking, contributed to social adjustment. In fact, greater affective perspective taking ability was correlated to a higher frequency of prosocial behaviors toward peers and minor frequency of aggressiveness. Finally, the results of the training (pre/post-test comparison) showed an increase in perspective taking, especially in the affective dimension, and a consequent increase in prosocial behaviors and a decrease in aggressive ones. Therefore, the affective perspective taking ability seems to represent a very significant protective factor, which should be focused and strengthened in order to improve the social adaptation of preschool children who are victims of psychological abuse.

Growing Prosocial Behavior through the Simple Social Based Problem Model Post the COVID-19 Pandemic

The problem of bullying and violence does not stop among teenagers so that it needs continuous handling to minimize the decline in prosocial behavior, especially through the role of schools. Social studies learning needs to teach the values ??of prosocial behavior in an effort to create a good young generation. During the pandemic, learning is carried out online so that it cannot touch the affective realm of students. After the current pandemic, learning begins to be carried out with limited face-to-face, so learning is more meaningful, especially regarding affective abilities. Through experimentation with the simple social problem based learning model in social studies learning at junior high school in Garut Regency with Nonequivalent Control Group Design and judgmental sampling, then a pretest was carried out in grade 8, then posttest was carried out after the application of the model. The data were analyzed using hypothesis testing and normalized gain test to see differences and improvements in prosocial behavior. The results of the study show that (1) prosocial behavior still tends to be low; (2) that with the application of the simple social-based problem learning model, there is an increase in prosocial behavior (3) there is a significant difference before the application of the model and after the simple social-based problem model, this states that the use of the simple social-based problem model is effective in increasing prosocial behavior among students. learners.

Developmental Relations between Children’s Peer Relationship Quality and Prosocial Behavior: The Mediating Role of Trust

Positive peer relationships are important for children’s prosocial development, yet the mechanisms that explain how peers contribute to prosocial outcomes during the preschool and early school years remain understudied. The present study used a prospective longitudinal design to examine whether children’s degree of trust in others mediated the association between prior peer relationship quality and later prosocial behavior in a Canadian sample (N = 150; T1 M age = 4.53 years, 50% female). Primary caregivers (84% mothers) reported on children’s peer relationship quality (at age 4), trust in others (ages 4 and 5), and prosocial behavior (ages 4 and 6). Controlling for initial levels of trust and prosocial behavior at age 4, longitudinal path modeling indicated that higher quality peer relationships directly predicted relative increases in trust at age 5. In turn, increased trust at age 5 predicted relative increases in prosocial behavior at age 6. Consistent with longitudinal mediation, the indirect effect of peer relationship quality on later prosocial behavior via trust was also significant. Sensitivity analyses further indicated that these effects held over and above the potential confounding influence of parental warmth and externalizing behavioral problems (assessed at age 6). Programs designed to promote prosocial skills in early childhood may benefit from an increased emphasis on building and maintaining children’s interpersonal trust.

Prosociality as response to slow- and fast-onset climate hazards

Non-technical summaryMore and more people around the globe experience climate hazards. For vulnerable populations, these hazards not only cause significant physical damages, but can also affect the way people interact with each other. How such interactions are affected by climate hazards is particularly important for understanding the vulnerability of communities. Prosocial behavior is key for communities that heavily rely on informal social support to deal with these threats and for cooperative solutions to provide and maintain public goods. To investigate these effects, we talk to people living on the front lines of climate change and measure their prosociality using behavioral tasks. Our results show that both fast- and slow-onset hazards increase prosociality, underscoring the importance of well-functioning social relationships for dealing with hardship and uncertainty in a variety of contexts.Technical summaryPeople's willingness to engage in prosocial behavior can affect how vulnerable and resilient populations are to climate hazards. We study how different types of climate hazards, fast-onsetting cyclones and slowly rising sea-levels, might affect peoples' prosociality using incentivized behavioral tasks. We sample people who are at the forefront of climate change and either experienced Typhoon Haiyan in the Philippines (study 1;n= 378) or are from sea-level rise hotspots (study 2;n= 1047) in Solomon Islands, Bangladesh, and Vietnam. We experimentally manipulate the salience of these hazards through recall or informational videos. Results from study 1 show that increases in prosociality are (i) independent of whether supportive behaviors or conflicts are recalled, (ii) are not only targeted to a narrow in-group, and (iii) do not come with increases in antisocial behaviors. In study 2, we also find that people behave more prosocial when they are informed about the impacts of rising sea-levels. Our survey evidence suggests that people who already perceive the threat of displacement due to rising sea-levels are also more prosocial. Overall, peoples' responses to both types of hazards are geared toward collective action, which could strengthen their adaptive capacity to deal with climate risks.Social media summaryPeople severely affected by sea-level rise and rapidly emerging climate hazards are responding with increases in prosocial behaviors to fellow villagers.

Aging, Empathy, and Prosocial Behaviors During the COVID-19 Pandemic

Previous literature has shown age-related increases in prosociality (i.e., the tendency to engage in behaviors that benefit others). Can such age-related differences be observed during the COVID-19 pandemic, or would young adults’ higher levels of COVID-19-related stress alter the relation between age and prosociality given the prior findings that stress may promote prosocial behaviors? Can empathy, one of the factors highly related to prosociality, explain any observed age-related differences? The current study examined the above questions, as well as whether age differences exist in target of prosocial behaviors (i.e., distant- versus close-others). To this end, participants (aged 18-89) enrolled in an ongoing study examining their experiences during the COVID-19 pandemic. They were asked to complete a series of surveys on dispositional empathy and prosocial behaviors during the pandemic. In the present analyses, the data were used from 330 participants from the USA who completed all of the surveys. Compared to younger adults, results indicate that older adults showed greater prosocial behaviors during the pandemic despite their higher risk of physical-health complications from COVID-19. Unexpectedly, empathy did not explain such age-related increases in prosocial behaviors even though it was positively related to individuals’ prosociality. Interestingly, older adults reported increased prosocial behaviors towards close-others (i.e., family, friends) compared to young adults, suggesting that older adults seem to devote more resources into emotionally meaningful relationships. The current study contributes to our understanding of how prosociality differs with age during the stressful period of need that marks the COVID-19 pandemic.

Measuring the Social, Behavioral, and Academic Effects of Classroom Pets on Third and Fourth-Grade Students

Abstract Limited research has documented the benefits of animals for children’s learning and development, with a growing number of elementary school teachers incorporating pets into their classrooms. This study assessed the social, behavioral, and academic effects of the presence of small, resident classroom animals for third and fourth-grade students across the United States. A total of 591 students from 41 classrooms (pet cohort = 20; no pet cohort = 21) and 19 schools participated. Classroom animals included guinea pigs, fish, lizards, hamsters, toad, gerbil, turtle, and tortoise. Data were collected at three designated time points over one academic year: T1 = one month into the school year (pre-pet introduction); T2 = 12 weeks post-pet introduction; T3 = just prior to school year end (approximately 28- to 30 weeks post-pet introduction). Teachers and parents completed the Social Skills Improvement System Rating Scales (SSIS) and the Social Competence Inventory (SCI), and students completed the SSIS only. At T2 and T3, teachers in the pet cohort were surveyed also on how the pet was incorporated into their classroom over the previous three-month period. Overall findings suggest that there is a lack of agreement between reporters. Teachers reported significantly greater increases in social skills (p < .05), social competence (p < .05), and academic reading competence (p = .02), as well as significantly greater reductions in internalizing (p = .02) and hyperactivity/inattention behaviors (p = .01), among students in the intervention cohort as compared to those without a classroom pet. Intervention cohort parents reported significantly greater increases in prosocial behaviors (p < .05). There were no significant differences between cohorts found via student reports. These findings suggest that pets in the classroom may significantly benefit third and fourth-grade students’ social, behavioral, and academic development. However, the lack of consistent findings across groups indicates the need for further examination of these types of programs and their potential impact on students.

Altruism born of suffering? The impact of an adverse health shock on pro-social behaviour

‘Altruism born of suffering’ (ABS) predicts that, following an adverse life event such as a health shock, individuals may become motivated to help others and act pro-socially. However, despite anecdotal support this has not been examined systematically. Using data from the United States Panel Study of Income Dynamics, we find that an adverse health shock does not lead to a general increase in pro-social behaviour; it neither causes people to start giving, nor does it spark an increase in donations across charitable causes. Instead, ABS is akin to a specific shock that affects giving to health charities. We find a significant increase in the probability of giving to health charities, with no change for other charity types. Accompanying this is an increase in amounts given to health charities, which comes at the expense of non-health, non-religious charities. The impact is greatest in the year after the health shock, attenuating thereafter.

Between Joy and Sympathy: Smiling and Sad Recipient Faces Increase Prosocial Behavior in the Dictator Game.

In human interactions, the facial expression of a bargaining partner may contain relevant information that affects prosocial decisions. We were interested in whether facial expressions of the recipient in the dictator game influence dictators’ behavior. To test this, we conducted an online study (n = 106) based on a modified version of a dictator game. The dictators allocated money between themselves and another person (recipient), who had no possibility to respond to the dictator. Importantly, before the allocation decision, the dictator was presented with the facial expression of the recipient (angry, disgusted, sad, smiling, or neutral). The results showed that dictators sent more money to recipients with sad or smiling facial expressions and less to recipients with angry or disgusted facial expressions compared with a neutral facial expression. Moreover, based on the sequential analysis of the decision and the interaction partner in the preceding trial, we found that decision-making depends upon previous interactions.

When sadness and hope work to motivate charitable giving

Traditionally, charities that seek donations for human-suffering causes have relied heavily on emotional appeals designed to motivate negative feelings such as sadness and fear. Past research supports a sympathy-helping hypothesis that donation campaigns that use images of human-suffering to evoke sympathy and empathy increase prosocial behaviors. Empirical evidence also supports an inspiration-helping hypothesis whereby the positive emotion of strength inspires people to donate. Consistent with the proposed sympathy + inspiration-helping hypothesis, appeals that combine hope and sadness (vs. hope-dominant and sadness-dominant appeals) elicit sympathy and inspiration that motivate increased donations toward human-suffering causes. In addition, Study 2 results support that improving emotion appeals (sad to hopeful) generate higher donations than declining emotion appeals (hopeful to sad). Study 3 shows that cognitive load moderates the emotion-donation relationship. Under high load when mental resources are constrained, donations declined for the sadness + hope mixed emotion appeal.

A Randomized Placebo-Controlled Study on the Effectiveness of the "Three Good Things for Others" Intervention.

The aim of our study was to test the effectiveness of the “three good things for others” intervention. We used the randomized controlled trial method, with four measurements (pretest, posttest, follow-up after 2 weeks, follow-up after 4 weeks) and with random assignment of participants to experimental and placebo control groups. We investigated the effects of the intervention on prosocial behavior, and in addition on positive and negative affect, and positive orientation (a general tendency to approach reality in a positive way). The results showed an increase in positive affect and a decrease in negative affect in the experimental group a day after the intervention. These effects, however, did not endure over the next 2 or 4 weeks. We also observed a statistically significant increase in prosocial behavior in the placebo control group, in which participants were engaged in a task of recalling childhood memories. The results are discussed and recommendations for future studies are proposed.

Compassion-Focused Technologies: Reflections and Future Directions.

Compassion is a prosocial motivation that is critical to the development and survival of the human species. Cultivating compassion involves developing deep wisdom, insight, and understanding into the nature and causes of human suffering; and wisdom and commitment to take positive action to alleviate suffering. This perspective piece discusses how compassion relates to the context of modern technology, which has developed at a rapid pace in recent decades. While advances in digital technology build on humankind’s vast capacity to develop practical tools that promise to enrich our lives and improve our social connections, in reality the effects are often far from benign. The motives underlying the development of many contemporary digital platforms seem rooted in competitiveness and capitalism; while modern social media and online platforms are having a profound and pervasive impact on the mental health and wellbeing of humans around the globe. Nonetheless, digital technology holds considerable potential to promote compassionate insight, wisdom, and prosocial behavior. We reflect on the current state of technology within human society and examine the notion of compassionate technologies; discuss how contemporary paradigm shifts such as the inclusive design movement may be harnessed to build tools and platforms that promote collective good and increase prosocial behavior; and highlight examples of initiatives that are harnessing modern technology to advance democracy, collective knowledge, and personal freedoms and agency.

Effects of 3,4‐methylenedioxymethamphetamine (MDMA) and d‐methamphetamine on pro‐social behavior in drug‐naïve female nonhuman primates

Previous preclinical studies have demonstrated that 3,4-methylenedioxymethamphetamine (MDMA) dose-dependently increases pro-social behavior and affiliative vocalizations in male nonhuman primates. As diagnostic criteria for several psychiatric diseases includes deficits in social functioning, examining the conditions under which MDMA selectively increases pro-social behavior may provide important insights into MDMA's potential as a therapeutic. One such condition is whether a subject's drug history has any impact on MDMA's ability to modulate social behavior. Here, we examined the ability of MDMA and d-methamphetamine (MA) to modulate pro-social behavior and affiliative vocalizations in four pairs of drug-naïve female squirrel monkeys (n=8). Doses of MDMA (0.1-1.0 mg/kg), MA (0.03-0.3 mg/kg) or saline vehicle were administered 10-min prior to observation sessions in which pro-social behavior (huddling, touching, and sitting within proximity to each other) was scored by a blind observer. Vocalizations were recorded and spectrograph analyses were used to characterize vocalizations as either affiliative or aggressive. Results show that MDMA dose-dependently increased pro-social behavior, with 1.0 mg/kg eliciting the highest pro-social scores in comparison to saline, whereas the dopamine-preferring releaser MA elicited little pro-social behavior in comparison to saline. In contrast, both MDMA and MA dose-dependently decreased all measures of vocalizations in females, with the highest total number of vocalizations evident after 0.1 mg/kg MDMA and the lowest total number of vocalizations evident at 1.0 mg/kg MDMA. Aggressive vocalizations were not elicited by either MDMA or MA. These results corroborate previous findings that MDMA, but not d-MA, increases pro-social behavior in male subjects and extends them to females. However, MDMA's increase in pro-social behavior appears to be de-coupled from vocalizations in drug-naïve female subjects. These data are in contrast to other reports in male subjects with drug histories showing that MDMA dose-dependently increases affiliative behavior and vocalizations. Taken together, these results suggest that sex and drug-history may be important variables in considering MDMA's efficacy in increasing pro-social behavior. Future studies will include drug naïve male subjects to investigate sex as a biological variable as well as other drugs that vary in selectivity for dopamine or serotonin release.

The impact of financial deprivation on prosocial behaviour: Comparing the roles of face‐saving consciousness versus status/success‐gaining intention

This research investigates the mechanism (Face‐saving consciousness versus status/success‐gaining intention) underlying the effect of financial deprivation on prosocial behaviour among participants in China. A total of three studies were conducted. Findings across the three studies reveal that individuals who were financially deprived (versus privileged) acted in a more prosocial manner. Findings in Studies 1–2 indicate that Face‐saving consciousness, but not status/success‐gaining intention, suitably accounted for the impact of financial deprivation on prosocial behaviour. Furthermore, such an increase in prosocial behaviour was found in a public context, but diminished in a private context, in Study 3. These findings demonstrate the importance of Face‐saving consciousness in the effect of financial deprivation among Chinese.

Evaluating the Feasibility of the Incredible Years Attentive Parenting Program as Universal Prevention for Racially Diverse Populations

Parenting training (PT) can be implemented as a prevention program to effectively address children’s behavioral and psychosocial problems. In the current feasibility study, we implemented the Incredible Years (IY) Attentive Parenting Program as universal/primary prevention in a community mental health setting with racially diverse families. We evaluated the attendance and treatment outcomes in a one-group pre–post design. A total of 152 parents (88% mothers; 81% non-White) participated in the IY Attentive Parenting Program. Parents who completed the program reported a significant decrease in conduct problems and an increase in prosocial behaviors in their children. Minimal differences among race and gender were found in parents’ attendance, parenting stress, and children’s internalizing and externalizing symptoms and prosocial behaviors. However, pretreatment child externalizing behaviors predicted parents’ attendance. The study provides preliminary support for the feasibility of the recently developed IY Attentive Parenting Program as a universal prevention program for behavioral and psychosocial problems in children.

Are your employees getting their daily dose of DOSE? – A neuroscience perspective to enhance employee engagement

PurposeTo provide an alternative, neuroscience perspective to enhance employee engagement in companies.Design/methodology/approachThe authors have undertaken extensive literature review to identify the key neurotransmitters that enhances employee motivation. The paper list four neurochemicals - DOSE (Dopamine, Oxytocin, Serotonin and Endorphins) are called “angel chemicals” that enhance the overall well-being of people. The characteristics of these neurochemicals and their impact on employee engagement are discussed briefly in the paper. Care has been taken to ensure the language used in the paper is not medical terminologies but what is widely used in the business world - to make it relevant for HR managers and leaders in the Industry.FindingsDopamine (Mood elevator that enhances happiness and is associated with memory, learning, planning and productivity), Oxytocin (that enhances bonding, trust and empathy), Serotonin (that helps maintain emotional balance and enhances well-being) and Endorphins (boosts self-esteem and reduces anxiety) are all known to enhance productivity, improve collaboration, increase prosocial behavior, reduce stress and boost the overall well-being of the employees. These concepts are both the necessary goldilocks conditions and celebrated output of having highly engaged workforce. Many of the triggers for synthesizing DOSE in the body needs small modifications in the office environment and cost-effective interventions as shared in the paper. Companies have spent several hundred billion dollars on employee engagement initiatives with limited success. HR leaders now have an alternative, neuroscience perspective to consider as part of their overall employee engagement strategy.Originality/valueThis paper provides insights into this important concept of employee engagement from a neuroscience perspective. Leveraging DOSE to enhance employee engagement is a new concept that HR managers now can use to augment their employee engagement interventions to enhance the teams’ morale.

Positive Youth Development: Parental Warmth, Values, and Prosocial Behavior in 11 Cultural Groups.

The current cross-cultural study aimed to extend research on parenting and children’s prosocial behavior by examining relations among parental warmth, values related to family obligations (i.e., children’s support to and respect for their parents, siblings, and extended family), and prosocial behavior during the transition to adolescence (from ages 9 to 12). Mothers, fathers, and their children (N = 1107 families) from 8 countries including 11 cultural groups (Colombia; Rome and Naples, Italy; Jordan; Kenya; the Philippines; Sweden; Thailand; and African Americans, European Americans, and Latin Americans in the United States) provided data over 3 years in 3 waves (Mage of child in wave 1 = 9.34 years, SD = 0.75; 50.5% female). Overall, across all 11 cultural groups, multivariate change score analysis revealed positive associations among the change rates of parental warmth, values related to family obligations, and prosocial behavior during late childhood (from age 9 to 10) and early-adolescence (from age 10 to 12). In most cultural groups, more parental warmth at ages 9 and 10 predicted steeper mean-level increases in prosocial behavior in subsequent years. The findings highlight the prominent role of positive family context, characterized by warm relationships and shared prosocial values, in fostering children’s positive development in the transition to adolescence. The practical implications of these findings are discussed.

Increasing prosocial behavior and decreasing selfishness in the lab and everyday life

The tension between selfishness and prosocial behavior is crucial to understanding many social interactions and conflicts. Currently little is known how to promote prosocial behaviors, especially in naturally occurring relationships outside the laboratory. We examined whether a psychological micro-intervention would promote prosocial behaviors in couples. Across two studies, we randomized dyads of couples to a micro-intervention (15 min), which increased prosocial behaviors by 28% and decreased selfish behaviors by 35% a week later in behavioral games in a dose–response manner. Using event sampling methodology, we further observed an increase in prosocial behaviors across one week that was most pronounced in participants who received the intervention. These results from the laboratory and everyday life are important for researchers interested in prosocial behavior and selfishness and have practical relevance for group interactions.

Dual processes to explain longitudinal gains in physical education students’ prosocial and antisocial behavior: Need satisfaction from autonomy support and need frustration from interpersonal control.

We used the dual-process model within the self-determination theory explanatory framework to explain how physical education (PE) teachers’ motivating styles and students’ psychological needs explain longitudinal changes in the prosocial and antisocial behavior PE students direct at their classmates. Using a longitudinal research design, 1,006 middle and high school students (55% female) from 32 different secondary school classrooms completed the same questionnaire at the beginning, middle, and end of a semester. Multilevel structural equation modeling analyses showed that early-semester perceived autonomy support predicted a midsemester increase in need satisfaction, which predicted a late-semester increase in prosocial behavior, and also that early-semester perceived teacher control predicted a midsemester increase in need frustration, which predicted a late-semester increase in antisocial behavior (i.e., dual-process effects). In addition, students’ early-semester high prosocial behavior and low antisocial behavior both predicted a midsemester increase in perceived teacher-provided autonomy support (i.e., reciprocal effects). Overall, these findings highlight the important longitudinal interdependencies among perceived PE teacher autonomy support, need satisfaction, and prosocial behavior as well as the important longitudinal interdependencies among perceived PE teacher control, need frustration, and antisocial behavior.