The Relations of Children's Dispositional Prosocial Behavior to Emotionality, Regulation, and Social Functioning

Abstract

The purpose of this study was to examine the relations of a measure of children's dispositional prosocial behavior (i.e., peer nominations) to individual differences in children's negative emotionality, regulation, and social functioning. Children with prosocial reputations tended to be high in constructive social skills (i.e., socially appropriate behavior and constructive coping) and attentional regulation, and low in negative emotionality. The relations of children's negative emotionality to prosocial reputation were moderated by level of dispositional attentional regulation. In addition, the relations of prosocial reputation to constructive social skills and parent-reported negative emotionality (for girls) increased with age. Vagal tone, a marker of physiological regulation, was negatively related to girls' prosocial reputation.

The Chain of Relationships Among Gratitude, Prosocial Behavior and Elementary School Students’ School Satisfaction: The Role of School Affect

“…Also, in the school context, there is evidence indicating that children who display more prosocial responding also show fewer negative emotions (Eisenberg et al 1996). This specific linkage could be due to students' prosocial behavior serving as a buffer against negative emotions (e.g., anxiety, depression) related to having a learning disability (Chen et al 1995;Malecki and Elliot 2002).…”

Associations Between Violent Video Gaming, Empathic Concern, and Prosocial Behavior Toward Strangers, Friends, and Family Members

“…Behavioral correlates of prosocial behavior include decreases in academic problems, truancy, suspension, school drop-out, and teen pregnancy (Allen et al 1997;Moore and Alenn 1996). Prosocial behavior also has been negatively related to anger, fear, anxiety, and sadness (Bandura et al 2001;Diener and Kim 2004;Eisenberg et al 1996). Thus prosocial behavior is generally considered a positive developmental attribute during the formative years and emerging adulthood.…”

Do Provocateurs’ Emotion Displays Influence Children’s Social Goals and Problem Solving?

“…Lemerise and Arsenio (2000) contend individual differences play a role in how emotion processes in self and others impact SIP. Research by Eisenberg, Fabes, and colleagues (Eisenberg et al, 1993;Eisenberg, Fabes, Guthrie et al, 1996;Eisenberg, Fabes, Karbon, et al, 1996;Eisenberg et al, 1995Eisenberg et al, , 1997Eisenberg et al, , 1999 has shown there are important individual differences in an aspect of temperament termed "emotionality." Emotionality includes how easily emotions are aroused, their intensity, duration, and "fade time" (Rothbart & Bates, 1998).…”