The Impact of Cost on Student Helping Behavior

Bell, Jennifer; Grekul, Jana; Lamba, Navjot K.; Minas, Christine; Harrell, W. Andrew

doi:10.1080/00224545.1995.9711401

Cited by 30 publications

(18 citation statements)

References 12 publications

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“…Increasing the frequency of students meeting one another might help increasing the strength of students networks due to the fact that spending time together already causes feelings of relatedness (Baumeister and Leary 1995 ). And just these feelings of relatedness are needed to help one another (Bell et al 2001 ; Stewart-Williams 2007 ). The implications for a collaborative learning context is that these feelings of interdependence among the students are essential in order to engage them in intensive collaborative learning (Johnson et al 2007 ).…”

Section: Discussionmentioning

confidence: 99%

Visualising the invisible: a network approach to reveal the informal social side of student learning

Hommes

Rienties

Grave

et al. 2012

Adv in Health Sci Educ

150

242

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World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students’ learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not stop outside the classroom. Therefore we studied how informal social interaction influences student learning. Moreover, to explore what really matters in the students learning process, a model was tested how the generally known important constructs—prior performance, motivation and social integration—relate to informal social interaction and student learning. 301 undergraduate medical students participated in this cross-sectional quantitative study. Informal social interaction was assessed using self-reported surveys following the network approach. Students’ individual motivation, social integration and prior performance were assessed by the Academic Motivation Scale, the College Adaption Questionnaire and students’ GPA respectively. A factual knowledge test represented student’ learning. All social networks were positively associated with student learning significantly: friendships (β = 0.11), providing information to other students (β = 0.16), receiving information from other students (β = 0.25). Structural equation modelling revealed a model in which social networks increased student learning (r = 0.43), followed by prior performance (r = 0.31). In contrast to prior literature, students’ academic motivation and social integration were not associated with students’ learning. Students’ informal social interaction is strongly associated with students’ learning. These findings underline the need to change our focus from the formal context (classroom) to the informal context to optimize student learning and deliver modern medics.

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Section: Discussionmentioning

confidence: 99%

Visualising the invisible: a network approach to reveal the informal social side of student learning

Hommes

Rienties

Grave

et al. 2012

Adv in Health Sci Educ

150

242

View full text Add to dashboard Cite

show abstract

“…Generally, previous studies have concluded that having closer relationships (e.g. with friends or in-group members) increases prosocial behaviors in a variety of situations (Bell, Grekul, Lamba, Minas, & Harrell, 1995). Fraser et al (2012) found violent video gaming was indirectly negatively associated with prosocial behavior via empathic concern toward all targets (family, friends, and strangers), and that the strongest indirect effect was on prosocial behavior toward strangers.…”

Section: Current Studymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Impact of violent video games on the social behaviors of adolescents: The mediating role of emotional competence

You

Kim

2014

School Psychology International

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Recently, research studies and media have reported on the detrimental effects violent video games have on the social behaviors of adolescents. For example, previous studies have found that playing video games is positively associated with aggressive behaviors and negatively associated with prosocial behaviors. However, very few studies have examined the mediating effects of personal characteristics between students playing video games and their social behaviors. Thus, using a sample of 1,242 seventh, eighth, and ninth grade Korean students, the authors aimed to determine how playing video games is related to aggressive and prosocial behaviors and whether the emotional competencies of adolescents, such as empathy, emotional regulation, and behavioral self-control, mediate this relationship. The results indicated that violent video games have a significant direct effect on aggressive behaviors, and a significant indirect effect on prosocial behaviors. Specifically, empathy and behavioral self-control were found to mediate the relation between playing violent video games and prosocial behaviors. These results suggest different prevention and intervention approaches to reduce aggressive behaviors and increase prosocial behaviors in students exposed to violent video games. The limitations and implications of these findings are discussed.

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“…Research that does exist has focused on more general types of helping rather than the unique situation of sexual violence. Bystanders are more likely help when they have had any interaction with the victim (ranging from a conversation to a friendship; for example, Bell, Grekul, Lamba, Minas, & Harrell, 2001;Howard & Crano, 1974;Levine, Cassidy, Brazier, & Reicher, 2002). Bystanders may be less likely to intervene if they know the perpetrator.…”

Section: Relationship Between the Bystander And The Victim And The Pementioning

confidence: 99%

The Impact of the Bystander’s Relationship With the Victim and the Perpetrator on Intent to Help in Situations Involving Sexual Violence

Bennett

Banyard

Edwards

2016

J Interpers Violence

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A large body of research has explored the individual and situational factors that influence bystander intervention for sexual violence. However, little research has explored the how the bystander's relationship to the victim and the perpetrator impacts helping. To explore this gap in the literature, the present study used vignettes to experimentally manipulate the bystander's relationship to the victim, and the bystander's relationship to the perpetrator to examine how these factors impact intent to help in low (i.e., unwanted contact) and high (i.e., situation at high risk of rape) severity situations of sexual violence. The gender of the bystander was also examined by recruiting a sample of women and men. Results suggested that bystanders were more likely to intervene when the situation was more severe and when the bystander was female. Results were mixed regarding intent to help when the bystander knew the victim or the perpetrator. Moreover, these factors interacted in complicated ways such that, for example, women are equally likely to intend to help a victim whether they know the perpetrator or not while men are more likely to help a victim if the perpetrator is someone they do not know. The results of this study suggest that bystander intervention for situations involving sexual violence are complex and future research should further tease out the moderating effects. Prevention programs using a bystander framework may need some segments of training that are more gender specific and that directly address the relationship between the bystander and the victim and perpetrator.

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The Impact of Cost on Student Helping Behavior

Cited by 30 publications

References 12 publications

Visualising the invisible: a network approach to reveal the informal social side of student learning

Visualising the invisible: a network approach to reveal the informal social side of student learning

Impact of violent video games on the social behaviors of adolescents: The mediating role of emotional competence

The Impact of the Bystander’s Relationship With the Victim and the Perpetrator on Intent to Help in Situations Involving Sexual Violence

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