Peer-attributed prosocial behavior among aggressive/preferred, aggressive/non-preferred, non-aggressive/preferred and non-aggressive/non-preferred adolescents

Pakaslahti, Laura; Keltikangas‐Järvinen, Liisa

doi:10.1016/s0191-8869(00)00082-9

Cited by 32 publications

(17 citation statements)

References 27 publications

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“…For this sample, girls were perceived by mothers as more socially competent than boys. This finding corroborates evidence from research findings suggesting that girls are more helpful (Pakaslahti & Keltikangas-Järvinen, 2001), show higher levels of empathy (Fox, Gibbs, & Auerbach, 1985), and have better skills to demonstrate social competence. These reported perceptions may reflect societal expectations.…”

Section: Differences Between Kindergarten Children's Individual and Ssupporting

confidence: 89%

Jordanian mothers' perceptions of their children's social competence: an examination of family factors and demographic variables

Taleb

AlZoubi

2014

Early Child Development and Care

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Children's social competence is an area of research that receives minimal attention from Jordanian researchers. It is important to investigate this area of development so as to provide parents with information about the nature of social competence and possible factors affecting its development. This research study examined Jordanian mothers' perceptions of their kindergarten children's social competence: individual and social attributes. Perceptions were investigated in relation to family size, child's gender, mothers' education level, and marital status. Social competence ratings were obtained from 726 mothers who responded to the study's two-part questionnaire developed by the researcher. The results revealed an average level of social competence ratings by mothers on the total scale with higher ratings for children's social attributes compared to individual attributes. Significant results were found between the study's variables and mothers' perceptions of children's competencies. Mothers who are married, with the least number of children, and with higher education levels rated competencies higher compared to their counterparts. Significant differences were also found for gender with mothers rating the social competence of girls higher than boys. Directions for future research include investigating social competence using multiple sources of data.

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Section: Differences Between Kindergarten Children's Individual and Ssupporting

confidence: 89%

Jordanian mothers' perceptions of their children's social competence: an examination of family factors and demographic variables

Taleb

AlZoubi

2014

Early Child Development and Care

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“…Support for this is found in research showing that outsider behavior (i.e., staying away from aggressive situations) is negatively correlated with psychological mindedness (Sutton et al, 1999). This is consistent with research indicating that some conflict-avoiding youth, although not the most socially preferred among peers, were viewed as being relatively prosocial (Pakaslahti & Keltikangas-Järvinen, 2001). In some studies, children who are neither highly aggressive nor highly prosocial are excluded from primary analyses (e.g., Gasser & Keller, 2009).…”

Section: Avoiding Confl Ictsupporting

confidence: 72%

Patterns of Conflict Experience That Emerge in Peer Reports and Personal Narratives During Middle Childhood

Davidson¹,

Walton²,

Cohen³

2013

Applied Developmental Science

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“…A child who engages in socially desirable behaviour may receive more positive feedback and attention which may facilitate positive school adjustment. Alternatively, the relationship between trustworthiness and school adjustment may have emerged because trustworthiness is an indicator of prosocial behaviour (Pakaslahti & Keltikangas-Jarvinen, 2001) and prosocial behaviour is predictive of academic performance (Welsh, Parke, Widaman, & O'Neil, 2001). Future research could examine these hypothesized mediators to further investigate the mechanisms responsible for the relationship between young children's peer-reported trustworthiness and school adjustment.…”

Section: Peer-reported Trustworthiness and School Adjustmentmentioning

confidence: 99%

Trustworthiness, friendships and self‐control: factors that contribute to young children's school adjustment

Betts

Rotenberg

2007

Infant and Child Development

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The aim of present study was to examine the relationship between young children's peer‐reported trustworthiness and their school adjustment. Two hundred and eleven (103 male and 108 female) children in the United Kingdom (mean age = 6 years 2 months) took part in this study. Measures of peer‐reported trustworthiness, child‐rated school adjustment, and teacher‐rated school adjustment were administered twice across a one‐year period. Also, children's number of friendships, peer acceptance, and self‐control were assessed at Time 2. Multisample path analyses were conducted separately by sex. For both samples there were direct longitudinal paths between peer‐reported trustworthiness and changes in teacher‐rated school adjustment. For boys, the longitudinal path between peer‐reported trustworthiness and changes in child‐rated loneliness was mediated by peer acceptance, and peer‐reported trustworthiness mediated the relationship between self‐control and teacher‐rated school adjustment. Sex differences in peer‐reported trustworthiness also emerged: girls were rated as more trustworthy by their peers than were boys. The findings support the hypothesis that young children's trustworthiness contributes to school adjustment, which is due in part to peer acceptance. Copyright © 2007 John Wiley & Sons, Ltd.

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Peer-attributed prosocial behavior among aggressive/preferred, aggressive/non-preferred, non-aggressive/preferred and non-aggressive/non-preferred adolescents

Cited by 32 publications

References 27 publications

Jordanian mothers' perceptions of their children's social competence: an examination of family factors and demographic variables

Jordanian mothers' perceptions of their children's social competence: an examination of family factors and demographic variables

Patterns of Conflict Experience That Emerge in Peer Reports and Personal Narratives During Middle Childhood

Trustworthiness, friendships and self‐control: factors that contribute to young children's school adjustment

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