Effects of Prosocial Video Games on Prosocial Thoughts and Prosocial Behaviors

Li, Hua; Zhang, Qian

doi:10.1177/08944393211069599

Cited by 9 publications

(8 citation statements)

References 61 publications

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“…Finally, the efficacity of group and/or individual interventions could be tested using EmQue-vf, with the questionnaire being completed before and after the sessions. For example, the effects of training programmes (e.g., Roots of Empathy, Gordon, 2001), and of the use of children's literature (e.g., Kucirkova, 2019) or videos (e.g., Li & Zhang, 2023) on preschoolers' empathy could be observed through parents' perceptions. This questionnaire could also be a relevant measure in clinical settings, allowing clinicians to identify excessive emotional contagion, which may prevent chil-dren from regulating their own emotions and behaving appropriately in response to others' emotions.…”

Section: Discussionmentioning

confidence: 99%

Adaptation and validation of the French version of empathy questionnaire in preschoolers

Simon,

Houssa,

Barbot

et al. 2024

Social Development

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At preschool age, children need to develop socio‐emotional skills, including empathy, in order to adapt their response during social interactions with peers and adults in various contexts. When preschoolers face difficulties in their social interactions, it is relevant to assess their empathy in order to know whether a specific preventive intervention is needed. This study aimed to adapt and validate the French version of the Empathy Questionnaire (EmQue‐vf), which was completed by Belgian mothers of 307 children aged from 2 to 6 years. Mothers also completed the Griffith Empathy Measure (GEM‐vf), Theory of Mind Inventory (ToMI1‐vf) and Emotion Regulation Checklist (ERC‐vf). A CFA confirmed a three‐factor structure for EmQue‐vf, including 14 items loading onto three factors: (1) Emotion Contagion, (2) Attention to Others’ Feelings, and (3) Prosocial Actions. This structure was confirmed for the boys’ and girls’ samples treated separately, as well as for the overall sample. Internal consistency ranged from acceptable for Emotion Contagion to good for Attention to Others’ Feelings and Prosocial Actions. In terms of concurrent criterion validity with GEM‐vf, the three factors of EmQue‐vf correlated positively with the affective empathy score and only the Prosocial Actions scale was positively linked with the cognitive empathy score. In terms of construct validity, Pearson's correlations showed a positive link between age and Prosocial Actions. Moreover, the three EmQue‐vf subscales were linked positively to Theory of Mind and emotion regulation scores. A negative link was obtained between Prosocial Actions and emotion dysregulation scores. In conclusion, EmQue‐vf presents good psychometric qualities. It will be a useful in future research and interventions involving French‐speaking children with and without developmental disorders.

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Section: Discussionmentioning

confidence: 99%

Adaptation and validation of the French version of empathy questionnaire in preschoolers

Simon,

Houssa,

Barbot

et al. 2024

Social Development

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“…This provides children with valuable experience working in groups and with others. Li and Zhang's (2022) research showed that children playing video games that involve positive social behavior for a short time increased their positive social thoughts and prosocial behaviors. The longitudinal study by Gentile et al (2009) showed that while violent digital games increase aggressive thoughts and behaviors, prosocial game content increases prosocial thoughts and behaviors.…”

Section: Discussionmentioning

confidence: 99%

The Role of Self-Regulation Skills and Digital Game Addiction Tendencies in Predicting Preschool Children's Prosocial Behaviors

BAĞCI ÇETİN

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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In the study, the role of self-regulation skills and digital game addiction tendencies in predicting the prosocial behavior of preschool children was examined. The study group of the research, which was conducted using the correlational model, consisted of 255 children aged 5-6 years who were studying in the kindergartens of the primary schools affiliated to the Ministry of National Education in the Efeler district of Aydın province in the 2022-2023 academic year. The data of the study were collected through the General Information Form filled by their parents for their children, The Digital Game Addiction Tendency Scale, The Self-Regulation Skills Scale for 4-6 Years-Old Children-Mother Form and The Child Prosociality Scale-Teacher Form filled by their teachers for children. In the research findings, a negative significant weak relationship was determined between the prosocial behaviors of preschool children and the conflict and reflection sub-dimensions of digital game addiction tendencies. A positive and significant weak relationship was determined between pre-school children's prosocial behaviors and the sum of their self-regulation skills and sub-dimensions of attention, working memory, inhibitory control-emotion, and inhibitory control-behavior. As a result of regression analysis, it was determined that self-regulation skills and digital game addiction tendencies of 5-6 year old children together predicted prosocial behavior variability by 14%. The findings showed that the most powerful predictors of the child's prosocial behavior are self-regulation skills, attention and inhibitory control-behavior sub-dimensions, and the tendency for digital game addiction to be the conflict sub-dimension. The findings were discussed in the light of the literature, and suggestions were made to those concerned that prevention and intervention studies should be given importance to the negative effects of digital games that contain negative elements and are exposed for long periods of time, and that it would be effective to address self-regulation skills in interventions and programs aimed at encouraging children's prosocial behaviors.

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“…Here, interventions were successful in supporting children's behavioural outcomes [15], their mathematical competencies [16,17], and their literacy competencies [18]. Moreover, these interventions were successful in laboratory settings [15,16] as well as in naturalistic contexts such as in the family [19]. This effectiveness is partly due to the entertaining power of digital games that in these cases serve an educational purpose [20].…”

Section: Digital Family Interventionsmentioning

confidence: 93%

“…Consequently, utilizing these tools for the support of children's competencies' development seems to be promising. In fact, research indicates that interventions with digital tools can support children's learning (e.g., [15,16]).…”

Section: Digital Family Interventionsmentioning

confidence: 99%

App-based learning for kindergarten children at home (Learning4Kids): Study protocol for cohort 2 and the school assessments

et al. 2022

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Background Children’s early literacy and mathematical competencies are very important predictors for their later success in school and their educational attainment in general. However, not all children are able to develop to their full potential and some are at risk of failing to reach sufficient competence levels. The project “App-based learning for kindergarten children at home” (Learning4Kids) is designed as a longitudinal intervention study that tests the potential impact of a computer tablet-based intervention for kindergarten children and their families before school entry. Here, the focus lies on both, potential short-term and long-term influences on children’s competencies development in kindergarten and school. Methods/design Learning4Kids uses a multi-method intervention approach and draws on expertise from different fields such as psychology, education, informatics, and didactics. It combines child test assessments with parental, educator, and teacher surveys and checklists, interviews as well as observations in the families to measure child competencies and their behaviour, and to assess family characteristics. The participating children and their families will be visited and assessed altogether seven times, starting in the second-last year of kindergarten until children are at the end of Grade 2. In cohort 1, 190 families participated in this project, whereas in cohort 2 another 310 families joined the Learning4Kids project. For the school assessments, standardized and curriculum-based tests will be used to assess children’s mathematical and literacy competencies. In addition, cognitive and non-cognitive child abilities will be assessed. Discussion Learning4Kids offers substantive advances for the scientific fields of psychology and education, and also provides implications for policy and practice in the long term. Improving young children’s learning trajectories and analysing these trajectories from kindergarten to primary school is both a social and economic imperative as it contributes to greater individual success and thus to societal prosperity.

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Effects of Prosocial Video Games on Prosocial Thoughts and Prosocial Behaviors

Cited by 9 publications

References 61 publications

Adaptation and validation of the French version of empathy questionnaire in preschoolers

Adaptation and validation of the French version of empathy questionnaire in preschoolers

The Role of Self-Regulation Skills and Digital Game Addiction Tendencies in Predicting Preschool Children's Prosocial Behaviors

App-based learning for kindergarten children at home (Learning4Kids): Study protocol for cohort 2 and the school assessments

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