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Descriptors:
Prosocial Behavior; Religious Factors; Volunteers; Donors; Helping Relationship; Measures (Individuals); Social Indicators

Abstract:
This paper examines how the Daily Spiritual Experiences Scale (DSES) relates to range of prosocial behaviors, using a large, nationally representative U.S. data set. It finds that daily spiritual experiences are a statistically and substantively significant predictor of volunteering, charitable giving, and helping individuals one knows personally. Daily spiritual experiences better predict helping to distant others than to friends and family, indicating that they may motivate helping by fostering an extensive definition of one's moral community. The relationship between the DSES and helping is not moderated by sympathy and is robust to the inclusion of most religiosity measures. However, the relationship becomes non-significant for most helping behaviors when measures of meditation, prayer, and mindfulness are included in a regression equation. The DSES is particularly effective in predicting helping behaviors among people who do not belong to a religious congregation, indicating that it may measure spiritual motivations for helping among people who are not conventionally religious. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Religious Factors; Well Being; Prosocial Behavior; Measures (Individuals); Factor Structure; Test Reliability; Test Validity; Predictive Validity

Abstract:
Numerous studies suggest spirituality and subjective well-being (SWB) are positively associated. However, critics argue that popular spirituality instruments--including the Daily Spiritual Experiences Scale (DSES)--contain items that conflate religiosity/spirituality (R/S), prosociality and SWB. Advocates of the DSES retort that, despite this concern, the available evidence confirms a single underlying factor. The current paper evaluates the DSES's development, factor structure, reliability and convergent and predictive validity using a community sample. Despite the full DSES scale's excellent internal reliability, two related factors--theism and civility--are identified. Both scales are reliable and converge meaningfully with related R/S measures. As expected, given previous findings, the full DSES scale predicts higher SWB yet the two subscales display divergent associations. This finding offers new insights into the DSES and raises questions about the claimed belief-as-benefit effect. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavior Disorders; Attention Deficit Hyperactivity Disorder; Children; Measures (Individuals); Genetics; Environmental Influences; Twins; Developmental Stages; Prosocial Behavior; Antisocial Behavior; Emotional Response; Personality Traits; Psychological Patterns

Abstract:
Background: Childhood behavioral disorders including conduct disorder (CD), oppositional defiant disorder (ODD), and attention-deficit/hyperactivity disorder (ADHD) often co-occur. Prior twin research shows that common sets of genetic and environmental factors are associated with these various disorders and they form a latent factor called Externalizing. The developmental propensity model posits that CD develops in part from socioemotional dispositions of Prosociality, Negative Emotionality, and Daring; and recent research has supported the expected genetic and environmental associations between these dispositions and CD. This study examined the developmental propensity model in relation to the broader Externalizing factor that represents the covariance among behavior disorders in children. Methods: Parents of 686 six- to twelve-year-old twin pairs rated them on symptoms of CD, ADHD, and ODD using the disruptive behavior disorder scale and on Prosociality, Negative Emotionality, and Daring using the Child and Adolescent Dispositions Scale. A latent factor multivariate Cholesky model was used with each disposition latent factor comprised of respective questionnaire items and the Externalizing factor comprised of symptom dimensions of CD, ADHD inattention, ADHD hyperactivity/impulsivity, and ODD. Results: Results supported the hypothesis that the socioemotional dispositions and the Externalizing factor have genetic factors in common, but there was not a single genetic factor associated with all of the constructs. As expected, nonshared environment factors were shared by the dispositions and Externalizing factor but, again, no single nonshared environmental factor was common to all constructs. A shared environmental factor was associated with both Negative Emotionality and Externalizing. Conclusions: The developmental propensity model was supported and appears to extend to the broader externalizing spectrum of childhood disorders. Socioemotional dispositions of prosociality, negative emotionality, and (to a lesser extent) daring may contribute to the covariation among behavioral disorders and perhaps to their comorbid expression through common sets of primarily genetic but also environmental factors. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Preadolescents; Prosocial Behavior; Aggression; Shyness; Victims; Grade 5; Grade 6; Predictor Variables; Bullying; Parent Attitudes; Teacher Attitudes; Stress Variables

Abstract:
The present study investigated whether salient preadolescent behaviors and experiences predicted parents' and teachers' underestimation of preadolescents' shyness. Participants included a community sample of 129 fifth and sixth graders, along with one parent and teacher per preadolescent. Preadolescents, parents, and teachers provided reports about preadolescents' shyness, and parents and teachers rated preadolescents' prosocial and aggressive behaviors, peer victimization experiences, and academic performance. Results indicated that parent- and teacher-reported prosocial behavior, teacher-reported aggressive behavior, and parent-reported peer victimization were associated with lower parent and teacher reports of preadolescent shyness, relative to preadolescent reports, controlling for demographic variables and parent stress. Additionally, higher parent-reported academic performance was associated with lower teacher reports of preadolescent shyness, compared to preadolescent reports. These findings suggest that preadolescents with higher levels of relatively conspicuous behaviors and experiences feel more shyness than their parents and teachers report. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk; Adolescents; Child Welfare; Prosocial Behavior; Foreign Countries; Path Analysis; Juvenile Justice; Correlation; Resilience (Psychology); Social Services; Special Education; Mental Health; Health Services; Questionnaires; Prediction; Multivariate Analysis; Intervention; Empowerment

Abstract:
Background: Very little research has examined the relationship between resilience, risk, and the service use patterns of adolescents with complex needs who use multiple formal and mandated services such as child welfare, mental health, juvenile justice, and special educational supports. This article reports on a study of 497 adolescents in Atlantic Canada who were known to have used at least 2 of these services in the last 6 months. It was hypothesized that greater service use and satisfaction with services would predict both resilience, and better functional outcomes such as prosocial behavior, school engagement and participation in community. Methods: Youth who were known to be multiple service users and who were between the ages of 13 and 21 participated in the study. Participants completed a self-report questionnaire administered individually. Path analysis was used to determine the relationship between risk, service use, resilience, and functional outcomes. MANOVA was then used to determine patterns of service use and service use satisfaction among participants. Results: Findings show that there was no significant relationship between service use history and resilience or any of the three functional outcomes. Service use satisfaction, a measure of an adolescent's perception of the quality of the services received, did however show a strong positive relationship with resilience. Resilience mediates the impact of risk factors on outcomes and is affected positively by the quality, but not the quantity, of the psychosocial services provided to adolescents with complex needs. Conclusions: Results show that resilience is related to service satisfaction but not the quantity of services used by youth. Coordinated services may not increase resilience or be more effective unless the quality of individual services is experienced by an adolescent receiving intervention as personally empowering and sensitive to his or her needs. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prosocial Behavior; Genetics; Interpersonal Competence; Autism; Genetic Disorders; Pervasive Developmental Disorders; Comparative Analysis; Neurological Impairments; Behavior Problems

Abstract:
Prader-Willi syndrome (PWS), a neurodevelopmental disorder primarily characterized by hyperphagia and food preoccupations, is caused by the absence of expression of the paternally active genes in the proximal arm of chromosome 15. Although maladaptive behavior and the cognitive profile in PWS have been well characterized, social functioning has only more recently been systematically examined. Findings to date indicate the social impairment exhibited may reflect specific difficulty interpreting and using social information effectively. In addition, evidence suggests that there is an increased risk of social deficits in people with the maternally-derived uniparental disomy (mUPD) subtype of PWS in comparison to those with 15q11-13 paternal deletion (DEL). Using the Social Responsiveness Scale (SRS) and the Social Competence Inventory, our goal was to compare social functioning in PWS to individuals with autism spectrum disorder (ASD). Participants with mUPD scored similarly to the ASD group across most SRS domains. All groups had difficulty with social competence, although the DEL group scored highest on prosocial behavior. Findings suggest further characterization of social behavior in PWS is necessary to aid in advancing the understanding of the contributions of genes in the 15q11-13 critical region to ASD susceptibility, particularly with respect to the overexpression of maternally expressed genes in this region, as well as aiding in awareness and development/implementation of interventions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Culture; Inclusion; Social Attitudes; Homosexuality; Sexual Orientation; Sexual Identity; Social Bias; Gender Issues; Best Practices; Bullying; Educational Policy; Educational Environment; Social Support Groups; Prosocial Behavior; Teacher Student Relationship; Student School Relationship; Administrator Responsibility; Educational Practices

Abstract:
Schools are places of learning and also miniature societies. The climate of a school has a direct impact on both how well students learn and how well they interact with their peers. Teachers and administrators work hard to make their classrooms welcoming places where each student feels included. But despite these efforts, students who are--or who are perceived to be--lesbian, gay, bisexual and/or transgender (LGBT) continue to face a harsh reality. Studies have shown that creating a supportive environment for LGBT students improves educational outcomes for all students, not just those who may identify as LGBT. And remember, it's not about politics--it's about supporting students. Any educator, regardless of his personal beliefs, can be a resource for LGBT students. It all starts with awareness. Often educators are unsure how to support their LGBT students in a meaningful way. These best practices were compiled to give school leaders the knowledge they need to create a climate in which their most vulnerable students feel safe and valued. Through inclusive policies and nurturing practices, administrators, counselors and teachers have the power to build an educational environment that is truly welcoming to all students. (Contains 5 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (188K)

Descriptors:
Violence; Action Research; Teacher Researchers; Physical Activity Level; Physical Education; Physical Activities; Student Attitudes; Parents; Prosocial Behavior; Research Projects; Elementary School Students; Elementary School Teachers; Elementary Schools; Sportsmanship; Grade 5; Parent Surveys; Student Surveys; Teacher Surveys; Observation; Check Lists; Intervention; Classroom Techniques; Role Playing; Journal Writing; Group Discussion; Worksheets

Abstract:
This action research project report was conducted because students' lack of sportsmanship skills in elementary school physical education was negatively affecting the physical activity level of many students. The teacher was spending classroom time giving attention to conflicts dealing with negative sportsmanship issues and therefore losing classroom time for students to be physically active. The purpose of this research project was to increase positive sportsmanship behaviors in 54 fifth-grade students, between August 27th and December 10th, 2012. Students' performance in physical education was being negatively affected by negative sportsmanship behaviors. Students would spend time arguing, yelling, and sometimes even physical violence would ensue. As a result students were losing time when they could be physically active. The teacher researcher collected data from a student survey, teacher survey, parent survey, and weekly observation behavior checklist. During pre-documentation the teacher researcher found through the parent survey that 55% (n = 17) of parents feel that sportsmanship is a problem at school. Through the student survey, many students 70% (n = 38) reported that they would always tell the truth even if it means that their team would not win. Through the observation behavior checklist, the teacher researcher found that the most common incidents of negative sportsmanship were participants blaming their teammates for poor play and arguing. After reviewing the literature, the teacher researcher decided upon weekly interventions including creating classroom rules, role-playing, journaling, and class discussions. Creating classroom rules allowed students to have ownership. Role-playing allowed students to interact with their classmates while learning methods to handle themselves in class situations. Journaling allowed students to reflect on their current level of sportsmanship and how they can improve and set goals for the future. Class discussions were guided by the teacher researcher to facilitate good conversation, and hopefully allowed students to realize ways in which they could improve their sportsmanship behaviors in certain situations. The teacher researcher found that the students' feelings about their sportsmanship behaviors decreased as evidenced by the student survey results. After compiling the post-documentation results from the student surveys, there was a decrease in students' feelings of their sportsmanship behaviors as students reported 57% (n = 31) that they make decisions that are fair for everyone involved. This is compared to 80% (n = 43) of students reporting this in the pre-survey. Students also reported 63% (n = 34) would always tell the truth even if it means their team would not win the game after the intervention period. This is compared to 70% (n = 38) of students reporting this during the pre-survey. Both scores decreased from the pre-documentation results, which may have been caused by an increased awareness of students' perceptions of their sportsmanship behaviors. Ten appendixes present: (1) Parent Survey; (2) Student Survey; (3) Teacher Survey; (4) Observation Behavior Checklist; (5) Classroom Sportsmanship Rules; (6) Pictures of Students' Poster Boards with Sportsmanship Rules; (7) Sportsmanship Scenarios Worksheet; (8) Roleplaying Worksheet; (9) Being a Good Sport Worksheet; and (10) Sportsmanship Situations Worksheet. (Contains 6 tables and 20 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (16746K)

Descriptors:
Questionnaires; Measures (Individuals); Factor Analysis; Models; Factor Structure; Translation; Indo European Languages; Reliability; Risk; Goodness of Fit; Prosocial Behavior; Peer Relationship; Behavior Problems; Age Differences; Parent Attitudes

Abstract:
The aim of this study was to examine the factor structure of the Strengths and Difficulties Questionnaire (SDQ) using a Structural Confirmatory Factor Analytic approach. The Danish translation of the SDQ was distributed to 71,840 parents and teachers of 5-7 and 10-12-year-old boys and girls from four large scale cohorts. Three theoretical models were examined: 1. a model with five first order factors (i.e., hyperactivity/inattention, conduct, emotional, peer problems and prosocial), 2. a model adding two internalising and externalising second order factors to model 1, and 3. a model adding a total difficulties second order factor to model 1. Model fits were evaluated, multi-group analyses were carried out and average variance extracted (AVE) and composite reliability (CR) estimates were examined. In this general population sample, low risk sample models 1 and 2 showed similar good overall fits. Best model fits were found when two positively worded items were allowed to cross load with the prosocial scale, and cross loadings were allowed for among three sets of indicators. The analyses also revealed that model fits were slightly better for teachers than for parents and better for older children than for younger children. No convincing differences were found between boys and girls. Factor loadings were acceptable for all groups, especially for older children rated by teachers. Some emotional, peer, conduct and prosocial subscale problems were revealed for younger children rated by parents. The analyses revealed more internal consistency for older children rated by teachers than for younger children rated by parents. It is recommended that model 1 comprising five first order factors, or alternatively model 2 with additionally two internalising/externalising second order factors, should be used when employing the SDQ in low risk epidemiological samples. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Grade 10; Mexican Americans; Social Discrimination; Racial Discrimination; Social Development; Prosocial Behavior; Resilience (Psychology); Longitudinal Studies; Cultural Influences; Family Relationship; Interpersonal Relationship; Religion; Grade 5; Grade 7; Compliance (Psychology)

Abstract:
Experiences with perceived discrimination (e.g., perceptions of being treated unfairly due to race or ethnicity) are expected to impact negatively youths' prosocial development. However, resilience often occurs in light of such experiences through cultural factors. The current longitudinal study examined the influence of perceived discrimination on the emergence of Mexican American adolescents' later prosocial tendencies, and examined the mediating role of Mexican American values (e.g., familism, respect, and religiosity). Participants included 749 adolescents (49% female) interviewed at 5th, 7th, and 10th grade. Results of the current study suggested that, although perceived discrimination was associated negatively with some types of prosocial tendencies (e.g., compliant, emotional, and dire) and related positively to public prosocial helping, the associations were mediated by youths' Mexican American values. Directions for future research are presented and practical implications for promoting adolescents' resilience are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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