Nice Kids, Healthy Kids? Prosocial Behavior, Psychological Problems and Quality of Life in Children, Preadolescents, and Adolescents with and without Chronic Health Conditions

Abstract

Objective-First, to compare prosocial behaviors and psychological maladjustment between children, preadolescents and adolescents with and without chronic health conditions; and second, to test the direct and indirect effects, via psychological problems, of prosocial behavior on quality of life (QoL). In addition, the invariance of this model was examined across different age groups and health conditions. Methods-Self-report questionnaires on the aforementioned variables were administered to a sample of 312 children, preadolescents and adolescents with chronic health conditions (asthma, epilepsy, and cerebral palsy) and 118 healthy controls. Univariate and multivariate analyses of covariance were conducted to examine differences in prosocial behaviors and psychological maladjustment, respectively. AMOS computational tool was used for path analysis-based mediation. Multigroup analyses were performed to test the invariance of the structural model. Results-There were no differences in the reported levels of prosocial behavior of children and youths with and without chronic health conditions. The association between prosocial behaviors and QoL was mediated by externalizing problems. The invariance of the proposed model was observed across health conditions and age groups. Conclusions-Interventions targeting prosocial behaviors may improve QoL outcomes in children and youths, through the prevention or mitigation of externalizing psychological problems, regardless of their age group or the presence/absence of a chronic health condition.

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

“…Placing the construct in this perspective makes it possible to determine the dimensions of the critical relevance it acquires for schools in the 21st century [ 2 , 3 ]. The positive or advantageous aspects generated by deploying prosociality in schools benefit their members [ 5 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 ]; in addition, they are projected to society [ 4 , 7 , 8 , 9 , 10 , 20 ]. Therefore, given its social and research relevance, the APBS is a contribution because it constitutes an easily administered and psychometrically solid measuring instrument.…”

“…In addition, a school climate characterized by support, care, and collaboration is fundamental to learning [11][12][13] as it promotes socially shared representations of its associated processes and better metacognitive adjustments [14]. At the same time, it is an important contextual factor for the development of character in children [15], as well as their motivation [16], well-being [17], satisfaction with life [18], and prosocial development, particularly among those from lower social classes [19]. The creation of environments conducive to learning depends largely on the talent and self-efficacy of teachers [20].…”

Parent-report health-related quality of life in school-aged children with cerebral palsy: A cross-sectional study

“…Previous research on HRQoL in Portuguese children with CP examined psychological correlates and outcomes ( 25 , 26 ), the parent caregiving burden ( 27 ), and prosocial behaviors outcomes within children with chronic health conditions, including CP, obesity, epilepsy and asthma and healthy controls ( 27 , 28 ). However, majority of these studies included children who can self-report (IQ > 70).…”