Search Results (98)

Background/Objectives: Time spent with parents and educators encompasses a large portion of a child’s waking hours, with the home and early childhood education and care serving as two of the first settings in which children develop social and cognitive abilities. While previous studies have used social and cognitive tests to examine antecedents of child behavior, we extend such studies to take into account the congruence and incongruence of parents’ and teachers’ views on those antecedents. We examine the importance of parent-teacher alignment on the perceptions of a child’s personality and abilities in early development. Methods: Parents and teachers of 2968 German Kindergarten-aged (4–5 years old) children were surveyed using the National Educational Panel Study (NEPS). Parents and teachers independently rated 10 child behavioral traits, with higher scores indicating more prosocial behavior. Educators also rated children on five developmental abilities (social abilities, ability to concentrate, language abilities, general knowledgeability, and mathematical reasoning) compared to the student’s peers. While previous work has often examined how parental investments in children or teachers’ views of children might be related to development, we provide a new take by examining parents and teachers in conjunction with each other. Research that has looked at both parents and teachers has tended to examine alignment, or lack thereof, on child behaviors and personality traits. We analyzed child developmental abilities using OLS regression models, measures of parent–teacher divergences in ratings of child behavior, and demographic controls. Results: Greater differences in parent and teacher perceptions of desire for knowledge were negatively associated with all five developmental abilities. Differences in parent and teacher perceptions on talkativeness, confidence, good-naturedness, and understanding were negatively associated with at least one developmental outcome. By contrast, differences in perceptions of children’s neatness were positively associated with all five developmental abilities. Conclusions: Using both parent and teacher perceptions of child behaviors and abilities is a unique approach to understanding the relevance of parent and educator perceptions to a child’s development. Our findings indicate the need for collaboration across young children’s home and school or care settings. Establishing congruence in perceptions and the kinds of relationships that can lead to such congruence can help children with behavioral issues receive support in both home and educational settings and encourage mutual respect and partnership between parents and educators. Full article

This study investigated how moral elevation affects children’s prosocial behavior through two experiments. In Experiment 1 (n = 99; M_age = 10.48 ± 0.86 years), children were randomly assigned to Moral Elevation, Joy, or Neutral groups. Psychophysiological measures were recorded during both the baseline and task phases, while self-reported prosocial behavior was assessed using validated scales. Participants in the Moral Elevation group experienced emotional states marked by inspired, moved, touched, admiration, and uplifted, accompanied by a distinct pattern of sympathetic–parasympathetic coactivation. Although not statistically significant in self-reported measures, a notable pattern emerged wherein Moral Elevation yielded the highest prosocial scores, followed by Joy and then Neutral conditions. Experiment 2 (n = 92; M_age = 10.84 ± 0.76 years) employed a single-category Implicit Association Test (IAT) to assess prosocial behavioral tendencies. The Moral Elevation group exhibited a significantly stronger implicit prosocial bias on the IAT compared to both Joy and Neutral groups. These findings suggest that moral elevation possesses a unique emotional profile separate from general positive affect that activates dual dissociable pathways for children’s prosocial behavior: explicit and implicit processes. The study provides empirical support for incorporating moral elevation interventions in educational settings to cultivate integrated prosocial development. Full article

Prosocial behavior—children’s capacity to empathize, share, and cooperate—is essential for healthy emotional and social development. While family context plays a critical role in fostering these behaviors, the influence of overall family functioning remains underexplored. This study examines the association between perceived family functioning and prosocial behavior in school-aged children. A cross-sectional design was employed with a sample of 127 parents of children aged 6 to 12 years. Family functioning was assessed using the General Functioning Subscale of the McMaster Family Assessment Device (FAD), and child prosocial behavior was measured via the parent-reported Strengths and Difficulties Questionnaire (SDQ). Analyses included Pearson correlations, linear regression, and group comparisons by gender, education, employment status, and subjective socioeconomic status. Higher family functioning (i.e., lower FAD scores) significantly predicted higher prosocial behavior scores (β = −1.48, R² = 0.12, p < 0.001). A significant difference in prosocial behavior was found between socioeconomic groups, with children from high-income families scoring significantly higher than those from middle-income families. However, family functioning accounted for a greater proportion of the variance than socioeconomic status. These findings underscore the role of family relational quality in shaping children’s social development and highlight its importance in early interventions. Full article

Background/Objectives. Social and Emotional Education (SEE) interventions during early childhood have shown considerable promise in enhancing children’s emotion understanding, social competence, and behavioural adjustments. However, few studies have examined their long-term impact, especially across the preschool-to-primary school transition. This study evaluated the effectiveness of a manualized SEE program, Timmy’s Trip to Planet Earth, in promoting emotional, behavioural, and social functioning over time. Methods. A quasi-experimental longitudinal design was adopted with pre- and post-test assessments conducted approximately 18 months apart. Participants were 89 typically developing children (aged 59–71 months), assigned to an experimental group (n = 45) or a waiting-list group (n = 44). The program combined teacher training, classroom-based lessons, home activities, and teachers’ ongoing implementation support. The effectiveness of the program was measured via the Test of Emotion Comprehension (TEC), the Strengths and Difficulties Questionnaire (SDQ), and the Social Competence and Behavior Evaluation (SCBE-30). Results. Significant Time × Group interactions were observed for the TEC External and Mental components, indicating greater improvements in emotion recognition and mental state understanding in the intervention group. The SDQ revealed significant reductions in conduct problems and increased prosocial behaviours. In the SCBE-30, a significant interaction effect was found for social competence, with the intervention group showing greater improvement over time compared to the control group. Conclusions. The findings suggest that SEE programs can produce meaningful and lasting improvements in children’s emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program’s sustained impact. Full article

China’s marketization refers to the systemic reform process of transitioning from a planned economy to a market economy, which has significantly contributed to the country’s economic development. However, the interest-oriented nature of marketization may also somewhat erode social morality. Given that empathy is the basis of morality and prosocial behavior, the present study produced a cross-temporal meta-analysis of 89 studies using the Chinese version of the Interpersonal Reactivity Index as a measuring instrument and outlined the empathy changes among 48,400 Chinese college students from 2009 to 2019. Then, this study tested the conjecture that empathy is weakening in marketization process. The results reveal that Chinese college students’ empathy level declined over time and was negatively correlated with the marketization level. This finding contributes to understanding the relationship between the marketization reform and moral psychology change. Full article

The motivational dimensions of volunteer tourists have been a focal point of scholarly debate, closely aligning with their prosocial orientations. Limited attention has been given to examining these relationships through the lens of identity formation among young tourists. To address this gap, this study conducted a two-wave longitudinal investigation into the linkage between volunteer tourists’ self-determined motivation and their prosocial orientation, with identity processing styles serving as a mediator. The sample (n = 291) consisted of freshmen and sophomores participating in a volunteer teaching program during the summer of 2024. We measured the variables of interest both before and after their attendance. In addition to direct effects, our findings observed two significant indirect pathways: (1) Wave 1 autonomous motivation was positively associated with an informational identity style at Wave 1, which predicted Wave 2 other-oriented helping tendency; and (2) Wave 1 controlled motivation was positively related to a normative identity style at Wave 1, which accounted for self-oriented helping propensity at Wave 2. Furthermore, the first relationship was uni-directional, as the coefficient for the reverse pathway (i.e., Wave 1 other-oriented helping → Wave 1 informational identity style → Wave 2 autonomous motivation) was not significant. In contrast, the second relationship was bi-directional, wherein Wave 1 self-oriented helping was positively associated with a normative identity style at Wave 1, which subsequently predicted Wave 2 controlled motivation. Taken together, our study contributes to the literature on altruistic motives, prosocial behavior, identity development, and volunteer tourism. Full article

Background/Objectives: Few studies have examined the association between developmental coordination disorder (DCD) traits and emotional/behavioral problems in preschool children, considering the influence of autistic traits. Furthermore, no consistent results have been obtained. The aim of this study was to investigate how DCD traits in preschool children are related to emotional/behavioral problems, controlling for the effects of autistic traits. Methods: A questionnaire survey was administered to 277 parents of children (154 boys, 73.0 ± 3.8 months) who underwent the school physical examination in Y city near Tokyo, Japan, from October to December 2021. The Developmental Coordination Disorder Questionnaire–Japanese version (DCDQ-J) was used to measure DCD traits, the Autism Spectrum Screening Questionnaire (ASSQ) was used to measure autistic traits, and the Strengths and Difficulties Questionnaire (SDQ) was used to measure emotional/behavioral problems. In the hierarchical multiple regression analysis, the SDQ was the dependent variable, with gender entered in Step 1, ASSQ in Step 2, and DCDQ in Step 3. Results: The results showed that autistic traits are associated with preschool children’s emotional/behavioral problems, but even after controlling for autistic traits, higher DCD traits had a relationship with higher conduct problems, hyperactivity/inattention, and peer problems and lower prosocial behavior of preschool children. Conclusions: This result indicates the need for the support of children with motor skill difficulties. Additionally, a focus on mitigating DCD traits not only improves motor skills but also prevents emotional/behavioral problems in preschool children. Full article

Internet addiction has been associated with decreased prosocial behavior in adolescents, and minority studies have investigated the underlying mechanisms involved. This study aimed to examine the mediating effects of self-control and the moderating effects of peer rejection. A longitudinal study with two waves (6 months apart) was used to measure internet addiction (T1), peer rejection (T1), self-control (T1/T2), and prosocial behavior (T1/T2) among 1048 secondary school students (M_age = 14.80 years old, SD = 1.61) in a southern Chinese metropolitan area. A longitudinal path analysis model was applied to analyze the data and derive insights about the relationships between these variables. The findings indicated that T1 internet addiction negatively influenced later prosocial behavior through reduced self-control, particularly among adolescents with lower levels of peer rejection. These findings clarify how internet addiction impairs prosocial development, and we propose a framework for intervention: mitigating peer rejection and harnessing self-control as a mediator to counteract the adverse effects of internet addiction. Full article

The present study examined the contribution of mother–child and father–child synchrony to early adolescents’ prosocial and aggressive behavior with peers and friendship quality. Data were collected as part of a cross-sectional study from 185 early adolescents (M age = 12.48, SD = 1.03) and their parents. Separate father–adolescent and mother–adolescent interaction sessions were used to assess three dimensions of synchrony: (a) dyadic synchrony, (b) shared positive affect, and (c) conversational equality. Parents rated adolescents’ prosocial and aggressive behavior toward peers. Adolescents reported the quality of their relationships with their best friends. Regression analyses revealed that both mother–adolescent and father–adolescent shared positive affect were associated with higher parent-rated prosocial behavior, lower parent-rated peer aggression, and higher adolescent self-reported friendship intimacy. Likewise, mother–adolescent and father–adolescent conversational equality were each associated with higher parent-rated prosocial behavior. Only father–adolescent conversational equality was associated with adolescent-reported friendship intimacy. No measure of parent–adolescent dyadic synchrony was associated with adolescent-reported friendship conflict. Full article

This study explored the psychological determinants of pro-environmental behaviors through a multidimensional approach, integrating the roles of self-efficacy, personality traits and environmental attitudes (verbal, actual and affective commitment). While previous research has primarily examined general ecological engagement, this study differentiated between three specific domains: general ecological behaviors, prosocial and volunteering actions in the ecological context, and household chemical usage. A sample of 669 participants completed measures assessing the Big Five personality traits, self-efficacy and environmental commitment dimensions. Regression analyses revealed that environmental attitudes were the strongest predictors of general ecological behavior, while actual commitment, self-efficacy and extraversion played key roles in prosocial engagement and volunteering in the ecological context. Neuroticism and extraversion emerged as the strongest predictors of household chemical usage. The study suggests that the influence of personality traits on pro-environmental behavior may be context-dependent, with certain traits playing a more significant role when the behavior involves direct social engagement. Additionally, our findings emphasize the importance of fostering environmental commitment as a key driver of sustained ecological behavior, rather than relying solely on personality-driven tendencies or self-efficacy. Full article

Prosociality is essential in human interactions, characterized by voluntary behaviors aimed at benefiting others. Promoting such behaviors is indispensable for human relationships. Studies have demonstrated positive effects of interpersonal synchrony interventions through musical sessions. Some authors suggest that the joint creation of music facilitates prosocial behaviors (PB). This review aims to determine whether evidence supports the idea that participation in a musical interpersonal synchrony experience improves PB. A systematic review of 12 selected articles was conducted. The search was carried out in databases such as WoS, Scopus, PubMed, Dialnet, Elsevier, and Eric. Results indicate that music, as a tool, creates an optimal environment for mimesis and group participation, which can enhance prosociality. Controlling variables such as sample size, population type, measurement instruments, techniques, and session design is necessary for future research. It is concluded that interpersonal synchrony through music appears to improve prosociality, although more robust studies are required. Full article

Parental reactions to children’s negative emotions (PRCNEs), a type of emotion socialization, has been theorized to shape children’s socioemotional development. Few studies have examined cultural variations in PRCNE among Western/Minority World cultures. The present study used a cross-cultural, preschool-based sample of 101 parent–child dyads (child age = 36–79 months, 42% females; parent age = 19–58 years, 89% mothers) from two countries: U.S. (n = 33, 58% White/European American, 87% with college or above education) and France (n = 68, 61% French or other European origin, 40% with college or above education). Parents self-reported PRCNEs across 12 hypothetical scenarios. Children’s behavioral problems and prosocial behaviors were rated by parents and preschool teachers. Children’s emotion knowledge was measured by a behavioral task. We examined (1) cultural group variations in PRCNEs, and (2) the relations between PRCNE and children’s socioemotional outcomes. Controlling for demographics, French parents endorsed more non-supportive PRCNE than U.S. parents. Across both cultures, parents’ higher use of distress and punitive reactions were linked to lower parent-rated child prosocial behaviors. These findings revealed differences and similarities in PRCNEs between French and U.S. families and have implications for early childhood education practices promoting socioemotional competence. Full article

Although narcissism consistently predicts maladaptive behaviors, the relationship between narcissism and prosocial behavior remains controversial due to the paradoxical nature of narcissism. In three studies, we investigated the roles of situational and motivational factors in the link between narcissism and prosocial behavior. In Study 1 (n = 932), a questionnaire survey revealed that trait narcissism positively predicted prosocial behavior tendencies only in public situations as opposed to anonymous situations. In Study 2 (n = 200) and 3 (n = 170), we manipulated individuals’ state narcissism through story-based primes and measured prosocial behavior via actual monetary donations. Both Studies 2 and 3 consistently demonstrated that participants in the state narcissism group exhibited greater prosocial behavior in public situations compared to anonymous ones. Furthermore, the findings of Study 3 indicated that the increased prosocial behavior observed in public situations could be attributed to heightened self-enhancement. These findings contribute to a more nuanced understanding of the relationship between narcissism and prosocial behavior. Full article

The aim of this study was to analyze the reciprocal effects between prosociality, peer support and psychological well-being using a four-wave longitudinal study and a within-person analytical approach (random intercept cross-lagged panel model, RI-CLPM). A sample of 587 adolescents (males = 308; M_age = 14.23, SD = 0.58) enrolled in the first year of high school (9th grade) were recruited and followed over four years from 2016 (Time 1 [T1]) to 2019 (Time 4 [T4]). Once a year, they filled in a questionnaire measuring prosociality, peer support, and psychological well-being. The results from the RI-CLPM revealed that, at the between-person level, prosociality, peer support and psychological well-being were all positively associated. Conversely, at the within-person level and at all survey points, only psychological well-being positively predicted prosociality one year later. Specifically, we found that adolescents with higher levels of psychological well-being were more likely to show a tendency for prosocial behaviors over time. Promoting interventions aimed at enhancing psychological well-being may make adolescents more likely to engage in positive behaviors, such as prosocial ones, in a variety of contexts, thereby creating favorable social environments. Full article

Background: In the last decade, empirical studies on the beneficial effects of meditation on prosocial capacities have accumulated, but the underlying mechanisms remain unclear. Buddhist sources state that liberating oneself from a fixed view of the self by gaining access to its transitory and malleable nature leads to increased compassion and other prosocial traits. These, however, have not yet been empirically tested. Methods: The current study aims at filling this gap by first examining whether 44 long term meditators differ from 53 controls in prosocial capacities on different levels of the socio-cognitive hierarchy, and second by examining whether these are associated with meditation-induced ‘selfless’ states, operationalized here as the sense of boundary (SB) flexibility. We capitalize on our previous work on the neurophenomenology of mindfulness-induced SB dissolution, which yielded a neural index of SB-flexibility, solely for the meditators, and examine its correlations with a battery of validated behavioral prosociality tasks. Results: Our findings reveal enhanced low-level prosocial processes in meditators, including enhanced emotion recognition and reduced outgroup bias. We show the stability of SB flexibility over a year, demonstrating consistent high beta deactivation. The neural index of SB flexibility negatively correlates with recognizing negative emotions, suggesting a link to reduced social threat perception. Conclusions: These results connect the neural correlates of SB flexibility to prosociality, supported by stable high beta deactivations. We expect the results to raise awareness regarding the prosocial potential of flexing one’s self-boundaries through meditation. Full article