Conceptualization and Measurement of Adolescent Prosocial Behavior: Looking Back and Moving Forward

Student's and Classmates' Prosocial Behavior predict Academic Engagement in Middle School

Students' academic engagement is greatly informed by a classroom's social climate. However, more research is needed regarding how specific peer behavior, especially prosocial behavior, come to shape academic engagement. The present study investigated whether students' perceptions about their classmates' prosocial behavior were associated with their academic engagement (cognitive, behavioral, affective) across the school year. Indirect effects via increases in students' own prosocial behavior were examined. Participants were 905 middle school students from rural, low-income communities in the Midwestern United States (50% girls, 46% boys; Mage = 12.94 years). Students completed self-report surveys in the fall and spring of the 2022-2023 school year. Results revealed that students' perceptions of their classmates' prosocial behavior were positively associated with students' own prosocial behavior. Students' own prosocial behavior was positively associated with all three dimensions of engagement. The positive indirect effect of classmates' prosocial behavior on engagement through students' own prosocial behavior was significant. The findings highlight the importance of classmates' behavior on individuals' academic engagement and offer insights into classroom-based interventions aimed at improving collective behavior.

Why Should I? Examining How Childhood Callous-Unemotional Traits Relate to Prosocial and Affiliative Behaviors and Motivations

Childhood callous-unemotional (CU) traits are characterized by low empathy, limited prosocial behavior, and restricted social affiliation. However, few studies have investigated whether CU traits are associated with different subtypes of prosocial and affiliative behavior or the specific motivational difficulties underlying these behaviors. We addressed these questions using data from 135 young children (M = 5.48 years old; 58% female) who viewed depictions of adults or children in instrumental need, emotional need, or neutral situations. We assessed recognition, suggested initiation of, and motivation for prosocial or affiliative behavior in response to each depiction. We distinguished between subtypes of prosocial (instrumental and emotional) and affiliative (parallel, cooperative, associative) behavior, as well as self- versus other-orientated motivations. Parents reported on child CU traits and conduct problems. Overall, children accurately recognized prosocial and neutral situations, offered help, and expressed other-orientated motivations for prosocial behavior and social motivations for affiliative behavior. Higher CU traits were related to lower overall recognition accuracy, which was more pronounced for emotional need. Higher CU traits were also related to fewer offers of help and more denial of prosocial behavior, particularly for instrumental need. Finally, CU traits were related to lower probability of initiating affiliative behavior. CU traits were not differentially related to self- versus other-orientated motivations for prosocial or affiliative behavior. Findings demonstrate difficulties of children with CU traits in recognizing need and offering help. Interventions for CU traits could include modules that explicitly scaffold and shape prosociality and social affiliation.

Cognitive reappraisal and empathy chain-mediate the association between relative deprivation and prosocial behavior in adolescents

Background

Relative deprivation is one of the factors that influences the development of personality and behavior. However, it is still unclear whether and how relative deprivation decreases the prosocial behavior in adolescents. This study aimed to examine the association between relative deprivation and adolescent prosocial behavior and the role of emotion regulation strategies and empathy in modifying this association.

Methods

The present study included 609 secondary school students (M = 15.42 years, SD = 0.653) in Fujian Province, China. All participants completed the Relative Deprivation Questionnaire, Emotion Regulation Scale, the Basic Empathy Scale, and Prosocial Behavior Scale. The collected data were analyzed using SPSS 25.0 and Mplus 7.4.

Results

Relative deprivation was negatively correlated with cognitive reappraisal, but positively correlated with expressive suppression. Cognitive reappraisal was positively correlated with empathy and prosocial behavior, but expressive suppression was not. Empathy was positively correlated with prosocial behavior. Relative deprivation decreased prosocial behavior through (a) cognitive reappraisal, (b) empathy, and (c) chain mediation of cognitive reappraisal and empathy. No significant mediating effect of expressive suppression was found.

Conclusion

The results indicate that relative deprivation decreases adolescent prosocial behavior, and that cognitive reappraisal and empathy are the potential psychological mechanisms that affect the association between relative deprivation and adolescent prosocial behavior.

Does Being Prosocial Pay Off? Testing Positive Developmental Cascades of Prosocial Behavior, Social Preference, and Subjective Well-Being in Chinese Adolescents

Positive aspects of adolescent development recently have raised researchers' interests; however, studies examining reciprocal links between prosocial behavior, social preference, and subjective well-being are lacking. The present longitudinal study investigated the bidirectional relations between prosocial behavior, social preference, and subjective well-being within a theoretical framework of the developmental cascade model. A total of 1248 Chinese adolescents (M = 13.44, SD = 0.65; 47.0% girls) were surveyed across three waves with 6-month intervals. The results of analyses utilizing the random-intercept cross-lagged panel model demonstrated that prosocial behavior was positively associated with both social preference and subjective well-being, and social preference was not associated with subjective well-being at the between-person level. At the within-person level, prosocial behavior was positively reciprocally associated with social preference, while no significant relations between prosocial behavior and subjective well-being and between social preference and subjective well-being were found. The findings highlight adolescents' prosocial behavior and social preference could mutually facilitate each other over time, which can be used to guide adolescents' positive development.

Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents

Research has not adequately addressed a possible mutual co-regulatory influence of prosocial and aggressive behaviors in adolescents' daily lives. This study explored bidirectional within-person associations between prosocial and aggressive behaviors in the daily school lives of early adolescents. The sample included 242 sixth-graders [M_age = 11.96 (SD = 0.18), 50% girls] and their teachers. Adolescents reported on daily prosocial behavior and reactive and proactive aggression for ten consecutive days. Teachers and adolescents reported on adolescents' overall prosocial behaviors. Across-day prosocial behaviors increased after days when adolescents exhibited more reactive aggression but not among self-reported low-prosocial adolescents. Increased prosocial behaviors did not mitigate aggression the next day. The findings suggest prosocial behaviors are a plausible compensatory strategy after daily aggressive reactions.

Compassion, Discrimination, and Prosocial Behaviors: Young Diasporic Chinese During the COVID-19 Pandemic

The coronavirus disease 2019 (COVID-19) pandemic has fueled anti-Asian, especially anti-Chinese sentiments worldwide, which may negatively impact diasporic Chinese youths' adjustment and prosocial development. This study examined the association between compassion, discrimination and prosocial behaviors in diasporic Chinese youths during the COVID-19 pandemic. 360 participants participated and completed the multi-country, cross-sectional, web-based survey between April 22 and May 9, 2020, the escalating stage of the pandemic. This study found compassion as prosocial behaviors' proximal predictor, while discrimination independently predicted participation in volunteering, and could potentially enhance the association between compassion and charitable giving. These findings suggest that prosociality among young people is sensitive to social context, and that racial discrimination should be considered in future prosocial studies involving young members of ethnic and racial minorities.

Beyond "altruism motivates body donation"

Altruism is consistently identified as the dominant motive for body donation. Over 12 months, 843 people who requested body donation information packs also completed research questionnaires that included open-ended questions about their motives. Abductive analysis suggested two distinct sets of altruistic motives: those seeking benefits for medical professionals and patient groups ("medical altruism") and those seeking benefits for friends and family ("intimate altruism"). Either could facilitate or impede body donation. Altruism may not be best understood as a unitary motive invariably promoting body donation. Rather, it is a characteristic of various motives, each of which seek benefits for specific beneficiaries.

Depression, Anxiety, and Daily Activity Among Adolescents Before and During the COVID-19 Pandemic: Cross-sectional Survey Study

BACKGROUND

The COVID-19 pandemic has resulted in significant changes to adolescents' daily lives and, potentially, to their mental health. The pandemic has also disproportionately affected historically marginalized and at-risk communities, including people of color, socioeconomically disadvantaged people, people identifying as female, and youth.

OBJECTIVE

This study aimed to understand differences in depression and anxiety among 2 groups of adolescents in the United States before and during the COVID-19 pandemic, and to examine demographic and daily activity variables associated with depression and anxiety.

METHODS

Online surveys were distributed in 2019 and 2020. Demographic questions were asked at the time of enrollment, and included participants' age, gender, race and ethnicity, and socioeconomic status (SES). The 8-item Patient Health Questionnaire was used to assess symptoms of depression, and the 7-item Generalized Anxiety Disorder scale was used to assess symptoms of anxiety. A total of 4 pandemic-specific daily activity questions were asked only of the pandemic group. Analyses of covariance compared depression and anxiety between prepandemic and pandemic groups. Demographic and lifestyle variables were included as covariates.

RESULTS

The sample comprised a total of 234 adolescents, with 100 participants in the prepandemic group and 134 participants in the pandemic group. Within the pandemic group, 94% (n=126) of adolescents reported being out of school due to the pandemic, and another 85.8% (n=115) and 57.1% (n=76) were prevented from extracurricular activities and exercise, respectively. Higher depression was seen in the pandemic group, with a least-squares adjusted mean of 7.62 (SD 1.36) compared to 6.28 (SD 1.42) in the prepandemic group, although the difference was not significant (P=.08). There was no significant difference in anxiety scores between the 2 groups (least-squares adjusted means 5.52, SD 1.30 vs 5.01, SD 1.36; P=.48). Within the pandemic group, lower SES was predictive of anxiety, such that those in the pandemic group of lower SES were more anxious than their higher-SES peers (least-squares adjusted means 11.17, SD 2.34 vs 8.66, SD 2.16; P=.02). Within the pandemic group, being out of work or school and not partaking in extracurricular activities or exercise due to the pandemic were not associated with higher depression or anxiety scores.

CONCLUSIONS

In this study, neither being in the pandemic group nor experiencing changes in daily activity due to the pandemic was associated with higher depression or anxiety. However, we found that adolescents from lower SES backgrounds experienced significantly more anxiety during the pandemic than their more privileged peers. Both instrumental and mental health interventions for low-income adolescents are imperative.

Examining a new prosocial risk-taking scale in a longitudinal sample of ethnically diverse adolescents

INTRODUCTION

This longitudinal study designed and tested the validity of a new measure of prosocial risk taking - risks that individuals take in order to help others.

METHODS

The sample was racially and ethnically diverse adolescents in the rural Southeastern United States (N = 867; Mage = 12.82 years, 10-14 years at Wave 1; 50% Girls, 33% White non-Latinx, 27% Latinx, 20% Black, 20% Mixed/Other race/ethnicity). Adolescents completed self-report measures of the new prosocial risk-taking scale at baseline and one- and two-year follow-ups.

RESULTS

Confirmatory factor analysis demonstrated excellent model fit with a 6-item single factor score. Further, the scale demonstrated good test-retest reliability at one and two-year follow ups. The scale also demonstrated convergent validity, such that prosocial risk taking was positively correlated with prosocial tendencies, empathy, and sensation seeking, and negatively correlated with negative risk-taking behavior and risk tolerance. Finally, we found significant differences by race/ethnicity (but not by gender) in prosocial risk taking, which were not attributable to measurement invariance, and should be interpreted in the context of ongoing societal inequalities between youth.

CONCLUSIONS

The new Prosocial Risk-Taking Scale yielded reliable scores in our sample. It may be used in future research to investigate individual differences in adolescents' prosocial risk taking, developmental change in prosocial risk taking, and the significance of prosocial risk taking for adolescents' emotional and social adaptation.

Neurocomputational models of altruistic decision-making and social motives: Advances, pitfalls, and future directions

This article discusses insights from computational models and social neuroscience into motivations, precursors, and mechanisms of altruistic decision-making and other-regard. We introduce theoretical and methodological tools for researchers who wish to adopt a multilevel, computational approach to study behaviors that promote others' welfare. Using examples from recent studies, we outline multiple mental and neural processes relevant to altruism. To this end, we integrate evidence from neuroimaging, psychology, economics, and formalized mathematical models. We introduce basic mechanisms-pertinent to a broad range of value-based decisions-and social emotions and cognitions commonly recruited when our decisions involve other people. Regarding the latter, we discuss how decomposing distinct facets of social processes can advance altruistic models and the development of novel, targeted interventions. We propose that an accelerated synthesis of computational approaches and social neuroscience represents a critical step towards a more comprehensive understanding of altruistic decision-making. We discuss the utility of this approach to study lifespan differences in social preference in late adulthood, a crucial future direction in aging global populations. Finally, we review potential pitfalls and recommendations for researchers interested in applying a computational approach to their research. This article is categorized under: Economics > Interactive Decision-Making Psychology > Emotion and Motivation Neuroscience > Cognition Economics > Individual Decision-Making.

A Bi-Dimensional Taxonomy of Social Responsivity in Middle Childhood: Prosociality and Reactive Aggression Predict Externalizing Behavior Over Time

Developing social skills is essential to succeed in social relations. Two important social constructs in middle childhood, prosocial behavior and reactive aggression, are often regarded as separate behaviors with opposing developmental outcomes. However, there is increasing evidence for the co-occurrence of prosociality and aggression, as both might indicate responsivity to the social environment. Here, we tested whether a bi-dimensional taxonomy of prosociality and reactive aggression could predict internalizing and externalizing problems over time. We re-analyzed data of two well-validated experimental tasks for prosociality (the Prosocial Cyberball Game) and reactive aggression (the Social Network Aggression Task) in a developmental population sample (n = 496, 7-9 years old). Results revealed no associations between prosociality and reactive aggression, confirming the independence of those constructs. Interestingly, although prosociality and reactive aggression independently did not predict problem behavior, the interaction of both was negatively predictive of changes in externalizing problems over time. Specifically, only children who scored low on both prosociality and reactive aggression showed an increase in externalizing problems 1 year later, whereas levels of externalizing problems did not change for children who scored high on both types of behavior. Thus, our results suggest that at an individual level, reactive aggression in middle childhood might not always be maladaptive when combined with prosocial behavior, thereby confirming the importance of studying social competence across multiple dimensions.

The building blocks of social competence: Contributions of the Consortium of Individual Development

Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and which underlying skills form optimal targets for interventions. Development of social competence is complex to characterize because (a) it is by nature context- dependent; (b) it is subserved by multiple relevant processes that develop at different times in a child's life; and (c) over the years multiple, possibly conflicting, ways have been coined to index a child's social competence. The current paper elaborates upon a theoretical model of social competence developed by Rose-Krasnor (Rose- Krasnor, 1997; Rose-Krasnor and Denham, 2009), and it makes concrete how underlying skills and the variety of contexts of social interaction are both relevant dimensions of social competence that might change over development. It then illustrates how the cohorts and work packages in the Consortium on Individual Development each provide empirical contributions necessary for testing this model on the development of social competence.