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1.
In two experiments, the imitation of helping behavior in 16-month-olds was investigated. In Study 1 (N = 31), infants either observed an adult model helping or not helping another individual before they had the opportunity to assist an unfamiliar experimenter. In one of two tasks, more children helped in the prosocial model condition than in the no model control condition. In Study 2 (N = 60), a second control condition was included to test whether infants imitated the prosocial intention (no neediness control). Children in the prosocial model condition helped more readily than children in the no model condition, with the second control condition falling in between. These findings propose that modeling provides a critical learning mechanism in early prosocial development.  相似文献   

2.
Little is known about the flexibility of children's prosocial motivation. Here, 2‐ and 3‐year‐old children's (n = 128) internal arousal, as measured via changes in pupil dilation, was increased after they accidentally harmed a victim but were unable to repair the harm. If they were able to repair (or if they themselves did not cause the harm and the help was provided by someone else) their arousal subsided. This suggests that children are especially motivated to help those whom they have harmed, perhaps out of a sense of guilt and a desire to reconcile with them. Young children care not only about the well‐being of others but also about the relationship they have with those who depend on their help.  相似文献   

3.
The current study examined bidirectional, longitudinal links between prosocial and problem behavior. Participants (N = 500) were recruited from a Northwestern city in the United States and assessed for 3 consecutive years from 2009 to 2011 (Mage of youth at Time 1 = 13.32, SD = 1.05; 52% girls; 67% European American, 33% single‐parent families). Results suggested that effects of earlier prosocial behavior toward family and strangers were predictive of fewer problem behaviors 2 years later, while results for prosocial behavior toward friends were more mixed. Results also suggested depression predicted lower prosocial behavior toward family members and anxiety predicted higher prosocial behavior toward friends. Findings show a complex pattern of relations that demonstrate the need to consider targets of helping.  相似文献   

4.
Bidirectional relations among adolescents’ positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; Mage of child in Wave 1 = 12.68, SD = 1.06; 58.9% male) and their parents (N = 127) provided data in two waves (9 months apart). A model of bidirectional relations between positivity and perceived positive school climate emerged. In addition, adolescents with higher levels of perceived positive school climate at age 12 showed higher levels of prosocial behaviors in the following year. Positive school climate related positivity to adolescents’ prosocial behavior over time.  相似文献   

5.
In Turkey, responsive behaviors toward kin are expected from children. Despite this, we know little about the factors that influence young Turkish children's prosocial behaviors. The goal was to explore how temperament and parenting are related to children's prosocial development in Turkey. A total of 293 Turkish children (Mage = 49 months; 48.12% females) were followed up for 3 years. Mothers completed measures of their child's prosocial behaviors, as well as measures of their warmth, inductive reasoning, and the child's approach and reactivity. Maternal warmth predicted children's reactivity, and maternal induction predicted children's sociability. Children's reactivity was inversely related to children's helping behavior and sociability was related to more prosocial behavior. Maternal warmth had indirect links with helping through lessening children's reactivity.  相似文献   

6.
This meta‐analytic review of 42 studies covering 8,009 participants (ages 4–20) examines the relation of moral emotion attributions to prosocial and antisocial behavior. A significant association is found between moral emotion attributions and prosocial and antisocial behaviors (d = .26, 95% CI [.15, .38]; d = .39, 95% CI [.29, .49]). Effect sizes differ considerably across studies and this heterogeneity is attributed to moderator variables. Specifically, effect sizes for predicted antisocial behavior are larger for self‐attributed moral emotions than for emotions attributed to hypothetical story characters. Effect sizes for prosocial and antisocial behaviors are associated with several other study characteristics. Results are discussed with respect to the potential significance of moral emotion attributions for the social behavior of children and adolescents.  相似文献   

7.
The present study took a differentiated perspective on parental psychological control to examine its impact on adolescent adjustment among urban (n = 349, females: 53%) and rural (n = 293, females: 54%) Chinese adolescents (Mage = 12.14 years). Four times over the first 2 years of Junior High school (from October, 2016 to April, 2018), adolescents reported on parental psychological control, their psychological well-being (life satisfaction and depressive symptoms), and academic relative autonomy. Adolescents’ grades also were obtained. The findings show generally negative effects of social comparison shame, love withdrawal and harsh psychological control (but not shared shame or parental relationship-oriented guilt induction) on adolescents’ psychological well-being, and negative effects of social comparison shame on adolescents’ academic functioning.  相似文献   

8.
Self-conscious emotions arise from evaluating the self through the eyes of others. Given that children with autistic traits may experience difficulties with understanding others' minds, they might show less attuned self-conscious emotions. Two-to-five-year-old children's (N = 98, Mage = 48.54 months, 50% girls, 92% White) self-conscious emotions (guilt, embarrassment, and shame-like avoidance) were observed after children “broke” the experimenter's favorite toy. Data were collected from March 2018 till June 2019. Children with more autistic traits showed less theory of mind (ToM), and more shame-like avoidance, but associations were not mediated by ToM. This provides initial evidence that children with more autistic traits may show disturbances in some but not all self-conscious emotions, which could hinder their social functioning.  相似文献   

9.
Can a subtle linguistic cue that invokes the self motivate children to help? In two experiments, 3‐ to 6‐year‐old children (N = 149) were exposed to the idea of “being a helper” (noun condition) or “helping” (verb condition). Noun wording fosters the perception that a behavior reflects an identity—the kind of person one is. Both when children interacted with an adult who referenced “being a helper” or “helping” ( 2 ) and with a new adult ( 3 ), children in the noun condition helped significantly more across four tasks than children in the verb condition or a baseline control condition. The results demonstrate that children are motivated to pursue a positive identity. Moreover, this motivation can be leveraged to encourage prosocial behavior.  相似文献   

10.
This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 Mage = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance.  相似文献   

11.
This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher–child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (Mage.wave1 = 9.26 years). Autoregressive cross‐lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher–child relationships and vice versa. Higher sociometric popularity predicted more teacher–child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher–child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the “invisible hand” of both teachers and peers in classrooms has been made visible.  相似文献   

12.
Emotional expressions are abundant in children’s lives. What role do they play in children’s causal inference and exploration? This study investigates whether preschool-aged children use others’ emotional expressions to infer the presence of unknown causal functions and guide their exploration accordingly. Children (age: 3.0–4.9; N = 112, the United States) learned about one salient causal function of a novel toy and then saw an adult play with it. Children explored the toy more when the adult expressed surprise than when she expressed happiness (Experiment 1), but only when the adult already knew about the toy’s salient function (Experiment 2). These results suggest that children consider others’ knowledge and selectively interpret others’ surprise as vicarious prediction error to guide their own exploration.  相似文献   

13.
Although attachment theory has long posited a link between early experiences of care and children's prosocial behavior, investigations of this association have not embraced the multifaceted nature of prosociality. This study is the first to assess associations between child attachment and independent observations of helping, sharing, and comforting. Attachment quality in 3- to 5-year-old children (N = 137) was linked to all three prosocial behaviors. Additionally, bifactor analyses revealed distinct associations between attachment and children's general prosocial dispositions and their specific abilities to meet the unique challenges of helping and, marginally, comforting. These findings underscore the importance of considering multiple explanations for links between attachment and prosocial behavior and provide novel insights into sources of variation in children's prosociality.  相似文献   

14.
This study tested the effects of narrative practice rapport building (asking open‐ended questions about a neutral event) and a putative confession (telling the child an adult “told me everything that happened and he wants you to tell the truth”) on 4‐ to 9‐year‐old maltreated and nonmaltreated children's reports of an interaction with a stranger who asked them to keep toy breakage a secret (n = 264). Only one third of children who received no interview manipulations disclosed breakage; in response to a putative confession, one half disclosed. Narrative practice rapport building did not affect the likelihood of disclosure. Maltreated children and nonmaltreated children responded similarly to the manipulations. Neither narrative practice rapport building nor a putative confession increased false reports.  相似文献   

15.
Toddlers are remarkably prosocial toward adults, yet little is known about their helping behavior toward peers. In the present study with 18‐ and 30‐month‐old toddlers (n = 192, 48 dyads per age group), one child needed help reaching an object to continue a task that was engaging for both children. The object was within reach of the second child who helped significantly more often compared to a no‐need control condition. The helper also fulfilled the peer's need when the task was engaging only for the child needing help. These findings suggest that toddlers’ skills and motivations of helping do not depend on having a competent and helpful recipient, such as an adult, but rather they are much more flexible and general.  相似文献   

16.
Atypical motor behaviors are common among children with autism spectrum disorders (ASD). However, little is known about onset and functional implications of differences in early motor development among infants later diagnosed with ASD. Two prospective experiments were conducted to investigate motor skills among 6‐month‐olds at increased risk (high risk) for ASD (N1 = 129; N2 = 46). Infants were assessed using the Mullen Scales of Early Learning (MSEL) and during toy play. Across both experiments, high‐risk infants exhibited less mature object manipulation in a highly structured (MSEL) context and reduced grasping activity in an unstructured (free‐play) context than infants with no family history of ASD. Longitudinal assessments suggest that between 6 and 10 months, grasping activity increases in high‐risk infants.  相似文献   

17.
Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children’s prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged neighborhoods in Bradford, UK. Diverse children (N = 1,175) were followed until age seven, with measurements taken at four times. We used governmental indices of neighborhood-level SES, teacher observations of prosocial behaviors, and direct assessments of academic achievement. Neighborhood SES was positively associated with academic achievement among children with low levels of prosocial behavior, but not among children with high levels of prosocial behavior. Prosocial behavior may mitigate academic risk across early childhood.  相似文献   

18.
Most previous research on imitation in infancy has focused on infants' learning of instrumental actions on objects. This study focused instead on the more social side of imitation, testing whether being mimicked increases prosocial behavior in infants, as it does in adults (van Baaren, Holland, Kawakami, & van Knippenberg, 2004). Eighteen‐month‐old infants (N = 48) were either mimicked or not by an experimenter; then either that experimenter or a different adult needed help. Infants who had previously been mimicked were significantly more likely to help both adults than infants who had not been mimicked. Thus, even in infancy, mimicry has positive social consequences: It promotes a general prosocial orientation toward others.  相似文献   

19.
This study examined the coevolution of prosocial and aggressive popularity norms with popularity hierarchy (asymmetries in students’ popularity). Cross-lagged-panel analyses were conducted on 2,843 secondary school students (Nclassrooms = 120; Mage = 13.18; 51.3% girls). Popularity hierarchy predicted relative change in popularity norms over time, but not vice versa. Specifically, classrooms with few highly popular and many unpopular students increased in aggressive popularity norms at the beginning of the school year and decreased in prosocial popularity norms at the end of the year. Also, strong within-classroom asymmetries in popularity predicted relatively higher aggressive popularity norms. These findings may indicate that hierarchical contexts elicit competition for popularity, with high aggression and low prosocial behavior being seen as valuable tools to achieve popularity.  相似文献   

20.
This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.  相似文献   

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