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In this article we experimentally evaluate Colombia's Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on children's prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on the education center's personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the children's caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.

Introduction: School mediation training is important because it teaches students to resolve differences in a non-violent way. Despite the benefits it offers, research on the subject is scarce and the background is mostly focused on theoretically understanding the conflict to develop specific techniques and tools that are useful for peer students, teachers and school counselors (Benítez, 2020). In this sense, the need to expand knowledge that allows education from a socio-emotional perspective is identified and therefore, the objective of this research is to establish the influence of multidimensional social competence in the formation of socioemotional skills for school mediation. Method: 1025 Colombian students participated (40.6% men and 59.4% women), aged between 12 and 19 years (M = 14.86; SD = 1.43). A structural equation model informed the relationships and influences of prosociality, social efficacy, and cognitive reappraisal on mediation skills. Results: Specifically, prosocial behavior and cognitive reappraisal affect the understanding and management of conflict. Social efficacy and prosociality would be important in the ease of generating assertive communication. Meanwhile, social efficacy and cognitive reappraisal influence the ability to generate awareness and emotional regulation. Discussion and Conclusions: The mediator's prosociality is the most relevant characteristic because it implies displaying helping behaviors in accordance with the needs expressed by the students. For its part, social efficacy is an important factor because it is associated with motivation, the person's commitment to the task, resistance to frustration, and the management of emotions in relationships. While cognitive reappraisal is influential thanks to the use of strategies such as acceptance, positive focusing and perspective taking.

The purpose of the research was to identify the perceptions and attitudes of university students in the main border and receiving city of Venezuelan migrants in Colombia, to validate the tendency registered in several studies and surveys where discriminatory and xenophobic practices were evident. Through an instrument made up of 35 questions and applied to 216 young people between 16 and 28 years of age, it can be concluded that despite the information they receive from the media, university students understand that the decision to migrate was motivated by adverse situations that Venezuelan people face in their country, putting their survival at risk. This opens the possibility of designing and implementing strategies that promote economic integration, but also cultural integration, based on diversity, respect as a value and recognition of the other not only from the media scenario but also from the communicative action itself.

The Learn-Earn-Return approach is frequently promoted by coaches motivating entrepreneurs to give back in the third stage of life after their younger years of learning and earning. However, this article describes how the Thai Child Development Foundation (TCDF), a charity operating in rural Thailand, implements the Learn-Earn-Return focus throughout ALL stages of life. TCDF implements circular thinking into the curriculum of all programs, including early development education for students with special needs and scholarship mentor programs for underprivileged youth. The aim is to encourage self-sufficiency and sustainable development, not only for the children, but also for the charity itself.

This article makes the case for why higher education institutions should take the teaching of peacebuilding seriously. It is co-authored by a team from four countries (Bosnia and Herzegovina, Rwanda, Colombia and the United Kingdom) who were involved in a small international research project looking at "Pedagogies for Peacebuilding". Together they are trying to answer questions about the legitimacy of bringing these discussions into higher education and lecturer/student relationships. The authors discuss the spaces in which peacebuilding can be usefully considered within higher education curricula; the significance of higher education in helping young people develop habits of peace; and how the citizens and leaders of the future might be helped to understand the meaning and importance of peacebuilding. In the course of their argument, the authors consider the intention and impact of different pedagogical approaches.

This is a case study report arising from a series of daily observations of the students' behavior made in a primary public school located near to the capital city, Manizales-Colombia, where it was possible to notice the difficulties students had in order to coexist due to the lack of respect with their classmates, in group activities or actually working in pairs throughout the foreign language class. The aim of this investigative project was to counteract the daily levels of aggressiveness presented by the students among themselves, to promote good teamwork and respect as an important issue in a good coexistence. Based on the observed settings, the results revealed that it was possible to highlight the necessity of learning to live together and to enhance the value of respect for others creating new ways of working in terms of coexistence. Promoting human values in the classroom brought profit for children and was fundamental in primary school from their earliest ages, due to the school must play a leading role in the construction of integral citizens, for a better society. Some of the activities, contents and games after being applied such as bingo, lotteries, word searches, puzzles, animal behavior and others, generated a connection between meaningful language learning, good teamwork and human relations. These classroom strategies became new alternatives for a teacher training program that claimed for immediate and demanding solutions to improve children's character development inside public schools.

The new paradigms of university social responsibility (USR) conceive students as key players who express their beliefs, attitudes and opinions both in the professional training process and in their willingness to serve the community in line with the agenda of USR. This research focuses on a comparative study of the social representations that students of two higher education institutions have on the concept of USR. From a qualitative methodological perspective, using focus groups and semi-structured interviews as the information collection technique, the narratives of 50 participants were analysed by codifying and prioritizing the categories in accordance with the assumptions of the central core theory for the study of social representations. The results show that the central core of the representation focuses on prosocial sense. The peripheral elements are associated with social awareness, mutual respect, co-responsibility, social projection, university identity, and comprehensive education and entrepreneurship, among others.

Promoting children's prosocial behavior is a goal for parents, healthcare professionals, and nations. Does positive parenting promote later child prosocial behavior, or do children who are more prosocial elicit more positive parenting later, or both? Relations between parenting and prosocial behavior have to date been studied only in a narrow band of countries, mostly with mothers and not fathers, and child gender has infrequently been explored as a moderator of parenting-prosocial relations. This cross-national study uses 1,178 families (mothers, fathers, and children) from 9 countries to explore developmental transactions between parental acceptance-rejection and girls' and boys' prosocial behavior across 3 waves (child ages 9 to 12). Controlling for stability across waves, within-wave relations, and parental age and education, higher parental acceptance predicted increased child prosocial behavior from age 9 to 10 and from age 10 to 12. Higher age 9 child prosocial behavior also predicted increased parental acceptance from age 9 to 10. These transactional paths were invariant across 9 countries, mothers and fathers, and girls and boys. Parental acceptance increases child prosocial behaviors later, but child prosocial behaviors are not effective at increasing parental acceptance in the transition to adolescence. This study identifies widely applicable socialization processes across countries, mothers and fathers, and girls and boys. [Action editor by Cleopatra Howard Caldwell.]

To examine whether the cultural normativeness of parents' beliefs and behaviors moderates the links between those beliefs and behaviors and youths' adjustment, mothers, fathers, and children (N = 1,298 families) from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States) were interviewed when children were, on average, 10 years old and again when children were 12 years old. Multilevel models examined 5 aspects of parenting (expectations regarding family obligations, monitoring, psychological control, behavioral control, warmth/affection) in relation to 5 aspects of youth adjustment (social competence, prosocial behavior, academic achievement, externalizing behavior, internalizing behavior). Interactions between family level and culture-level predictors were tested to examine whether cultural normativeness of parenting behaviors moderated the link between those behaviors and children's adjustment. More evidence was found for within- than between-culture differences in parenting predictors of youth adjustment. In 7 of the 8 instances in which cultural normativeness was found to moderate the link between parenting and youth adjustment, the link between a particular parenting behavior and youth adjustment was magnified in cultural contexts in which the parenting behavior was more normative.

Bidirectional relations among adolescents' positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; M[subscript age] of child in Wave 1 = 12.68, SD = 1.06; 58.9% male) and their parents (N = 127) provided data in two waves (9 months apart). A model of bidirectional relations between positivity and perceived positive school climate emerged. In addition, adolescents with higher levels of perceived positive school climate at age 12 showed higher levels of prosocial behaviors in the following year. Positive school climate related positivity to adolescents' prosocial behavior over time.

It has been argued that children who possess an advanced theory of mind (ToM) are more likely to act prosocially, yet the empirical findings are mixed. To address this issue definitively, a meta-analytic integration of all prior literature that met appropriate inclusion criteria was conducted. In total, 76 studies including 6,432 children between 2 and 12 years of age contributed to these analyses. Collapsed across all studies, a significant association emerged (r = 0.19), indicating that children with higher ToM scores also received higher scores on concurrent measures of prosocial behavior. The magnitude of this effect was similar across ToM assessments requiring identification of others' cognitions versus emotions, and it existed irrespective of whether the ToM measure imposed demands on false belief reasoning or not. The association with ToM was also evident for different subtypes of prosocial behavior (helping, cooperating, comforting). ToM had a similar effect for boys and girls, but was slightly stronger in children aged 6 years or older, relative to their younger peers. Taken together, these findings provide the strongest evidence to date that being able to explicitly consider what other people are thinking and feeling is related to children's tendencies to act prosocially, although the magnitude of the association is relatively weak.

Background: It is generally believed that parental rejection of children leads to child maladaptation. However, the specific effects of perceived parental acceptance-rejection on diverse domains of child adjustment and development have been incompletely documented, and whether these effects hold across diverse populations and for mothers and fathers are still open questions. Methods: This study assessed children's perceptions of mother and father acceptance-rejection in 1,247 families from China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States as antecedent predictors of later internalizing and externalizing behavior problems, school performance, prosocial behavior, and social competence. Results: Higher perceived parental rejection predicted increases in internalizing and externalizing behavior problems and decreases in school performance and prosocial behavior across 3 years controlling for within-wave relations, stability across waves, and parental age, education, and social desirability bias. Patterns of relations were similar across mothers and fathers and, with a few exceptions, all nine countries. Conclusions: Children's perceptions of maternal and paternal acceptance-rejection have small but nearly universal effects on multiple aspects of their adjustment and development regardless of the family's country of origin.

We conducted a three-arm cluster randomized controlled trial (n = 2491) to evaluate a teacher delivered intervention to reduce aggressive and antisocial behavior and increase prosocial behavior in the classroom. A second aim of this trial was to establish whether combining this intervention with an intervention for parents was better than the teacher-only intervention. This evaluation was conducted in a resource-poor setting (Pereira, Colombia). The findings show that both interventions prevented increases in aggressive and antisocial behavior. However, the teacher-only intervention also had a positive impact on increasing prosocial behavior. (Contains 3 figures and 3 tables.)

In this article we experimentally evaluate Colombia's Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on children's prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on the education center's personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the children's caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning. [ABSTRACT FROM AUTHOR]

The first goal of the current research was to study the short‐term developmental patterns of ingroup and outgroup prosocial behavior during the middle adolescence stage among Uruguayan and Colombian adolescents. The second goal was to study the probability of inclusion in each trajectory class arising from gratitude and forgiveness (understood as the absence of negative emotions and the presence of positive emotions toward an aggressor) while controlling for gender and age. The study included two short‐term longitudinal samples from two Latin American countries: Colombia (N = 212, M age = 13.82 years, SD = 1.25) and Uruguay (N = 269, M age = 14.02 years, SD = 1.39). The data were collected at three time points within a 3‐month interval. The first finding indicated that different patterns in ingroup and outgroup prosocial behavior in adolescents emerged in both Latin American countries. Moreover, two classes—high and low—were identified in the trajectory of ingroup prosocial behavior, while three different classes—high, moderate, and low—were found in the trajectory of outgroup prosocial behavior in both countries. The results indicated that high levels of gratitude increased the probability that Uruguayan adolescents were included in the group of adolescents with high levels of ingroup prosocial behavior. High levels of positive emotions toward an aggressor (a dimension of forgiveness) increased the probability that a Colombian adolescent belonged to the group of adolescents with high levels of ingroup prosociality. Regarding outgroup prosocial behavior, different predictors were also identified between the countries. The results indicated that high levels of gratitude and positive emotions toward an aggressor increased the probability that Uruguayan adolescents were included in the group of adolescents with high or moderate levels of outgroup prosocial behavior. Only positive emotions toward an aggressor increased the probability that Colombian adolescents were included in the group of adolescents with high or moderate levels of outgroup prosocial behavior. [ABSTRACT FROM AUTHOR]

The objective of this paper was to analyze the factorial structure, psychometric characteristics, and factorial invariance by sex, age, and city of the Mechanisms of Moral Disengagement Scale in young university students. A total of 1,431 young people between the ages of 18 and 30 (M = 20.86, SD = 3.64) from two Colombian cities participated in the study. A confirmatory factor analysis (CFA) was used to test four hypothesized models. The CFA confirmed a first-order factor structure grouping the eight mechanisms of moral disengagement (Model 4), which explained 54.17% of the total variance. The final model obtained a good fit, χ2 = 12.514, RMSEA =.010, TLI =.999, AGFI =.993, CFI = 1.00, ECVI =.044, CMIN/df = 1.138. Factorial invariance by sex, age and city of the final proposed model was confirmed. Moral disengagement mechanisms were negatively correlated with empathy and prosocial tendencies. It is concluded that this scale is valid and reliable to assess moral disengagement in Colombian youth. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rastros Rostros is the property of Universidad Cooperativa de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the intergenerational consequences of social exclusion on prosociality. A lab-in-the-field approach in the historical region of Colombia's leper colony reveals that descendants of socially excluded individuals are locally altruistic and extend such altruism to outsiders who have undergone similar circumstances. These individuals also display mistrust toward those who have, historically, been exclusionary—in this case, doctors. The content of historical narratives shared by ancestors who were excluded, which emphasize the endured mistreatment and doctors' historical misinformation, is one mechanism that partially explains the intergenerational patterns. (JEL D64, H51, I12, I18, N36, N96, Z13) [ABSTRACT FROM AUTHOR]

Food-sharing is a cooperative behaviour related to the transfer of resources between conspecifics, and it is considered a complex prosocial behaviour because of its associated costs. It is more likely that an individual cooperates with closely related kin (e.g., in food sharing), and particularly with close maternal kin. In female philopatric species, such as Cebus spp., mother–offspring bonds likely explain patterns of maternal kin biases. On the other hand, the explanation of the evolution of food-sharing among non-kin is diverse. Capuchin monkeys (genera Cebus and Sapajus) are interesting to study cooperation since this is a critical behaviour to gain and protect ecological and reproductive resources in the wild, including care of their offspring. We performed an experimental protocol to induce behavioural observations with a provisioning technique using chicken eggs in a wild group of white-faced capuchin monkeys (Cebus versicolor). We aimed to test whether this white-faced capuchin monkeys engaged in food-sharing in the wild, describing the pattern of this cooperative behaviour. Furthermore, we also described some conditions that might affect this behaviour. We observed that these capuchins shared the eggs in passive exchanges, meaning that possessors let other individuals to eat from their egg. Our results further suggest that these exchanges may be due to mainly maternal kin biases. This study offers a preliminary observation of a little-studied capuchin species in the wild and adds information about how cooperation works in the wild. [ABSTRACT FROM AUTHOR]

The present study evaluated the efficacy of an Italian school-based intervention programme adapted in three Colombian sites (Medellín, Manizales, and Santa Marta) in promoting prosocial behaviour among adolescents. Using a pre-test-post-test design with a multi-informant approach, the present study assessed 451 students (Mage = 12.77, SD = 1.06) of the intervention group and 428 students (Mage = 12.64, SD = 1.01) by using self-report and peer rating measures of prosocial behaviour. After establishing the measurement invariance across time and informants, a latent difference score model showed the positive effect of the intervention programme in improving prosocial behaviour evaluated by peers (Cohen's d =.379) among Colombian adolescents, across all three sites. Implications of the study will be discussed. [ABSTRACT FROM AUTHOR]

The article investigates how exposure to gang-affiliated peers affects social behaviors and attitudes of early adolescents. Much of the literature finds that exposure to gangs contributes to adolescents' antisocial behaviors. According to other studies, however, gang exposure can also promote prosocial behaviors. The present article re-examines this contradictory evidence, exploring potential complementarity of both reactions to gangs. Using a survey of 1,782 adolescents aged ten to 13 from rural Colombia, I compare adolescents who are and are not in a school class with members of youth gangs. I exploit the fact that schools in rural Colombia are unsegregated. Moreover, the presence of youth gangs across these schools is linked to incidence of historic armed conflict rather than typical forms of social disadvantage. This comparative setting thus allows me to establish an unconfounded relationship between exposure to gang-affiliated classmates and social outcomes. The analysis reveals gender differences in the effect of youth gang exposure. I find that girls react to male gang classmate by increased involvement in prosocial organizations. Boys, by contrast, adjust to male gangs by expressing more antisocial attitudes. There are no gender differences in the effect of gang classmates on alcohol consumption (an indicator of antisocial behavior). The article shows that the well-documented antisocial adjustments to gangs are – population-wide – complemented by prosocial adjustments, with gender being a key moderator. I discuss the implications of these findings for theories of violence and social change after conflict. [ABSTRACT FROM AUTHOR]

We investigated behavioural patterns of school subjects from Colombia and Tenerife (Spain) of 10–12, 13–14 and 15–17 years old (150 per age group), during a crossed puzzle game. We video-recorded all sessions, elaborated an ethogram and classified behavioural patterns within functional categories (Empathy, Help Organizing, Agonistic, Cooperation, Selfishness and Tension-Distension); their frequencies were analyzed by Generalized Linear Mixed Models (GLMM). Results showed significant differences between countries in Help Organizing, Cooperation, Agonistic and Tension-Distension; the same categories except Cooperation differed between age ranges, but no category significantly differed between sexes. GLMM of factor scores from a principal component analysis applied to behavioural categories showed subjects from Colombian schools had significantly lower PC1 factor scores (Empathy, Selfishness and Tension-Distension) than those from Tenerife; the contrary occurred for PC2 (Help Organizing and Cooperation) and no significant difference was found for PC3 (Agonistic and Selfishness). We discuss several potential causes of the differences found. [ABSTRACT FROM AUTHOR]

Scholars have studied the differences in pro-social behaviors among countries for over 50 years. Religious participation in the USA is one of the factors that lead to comparatively higher rates of giving and volunteering. The Church of Jesus Christ of Latter-day Saints is known for the highest rates of pro-social behaviors in the USA, but do members of this US-based religion exhibit the same levels of giving and volunteering in other countries? Using a prior study of 2664 Latter-day Saints in the USA, we administered the same survey to 1719 Latter-day Saints in Colombia, measuring volunteer activity, charitable giving, as well as religious beliefs, and attitudes toward giving and volunteering. We found a variety of relatively small differences between the groups. However, the comparative similarities in pro-social behaviors indicate strong organizational influences that have effectively shaped high rates of these behaviors across countries. [ABSTRACT FROM AUTHOR]

Prosocial behavior (PsB) and its effects have been analyzed in times of crisis and natural disasters, although never before in the face of such exceptional circumstances as those created by the COVID-19 pandemic. This research analyzes the role of PsB on satisfaction with life (SWL) in Colombia, considering the negative emotional impact of events that began in February 2020. We conduct an exploratory analysis using a sample of Colombia's general population (N = 2,574; 53.2% women) with an average age of 44.66 years (SD = 15.36). Using the Classification Tree technique, we find that engaging in one or more PsBs (e.g., donating money or sharing food) enhances SWL and decreases the impact of negative emotions such as pessimism, indecisiveness, and irritability that have emerged during the COVID-19 pandemic. These findings are significant because they confirm the importance of life satisfaction as a personal resource for coping with complex situations and provide evidence of the benefits of PsB on one's wellbeing. [ABSTRACT FROM AUTHOR]

Previous results on the prosociality of men and women in social dilemmas are mixed. Studies find more prosocial behavior for men and women; and a meta-analysis (Balliet et al., 2011) reports an overall null effect. Including samples (N = 1,903) from 10 countries that vary concerning gender inequality (e.g., China, Colombia, Sweden), we investigated sex differences in social dilemmas and drivers of these potential differences. We found that men behaved more prosocially, in that they transferred more of their endowment to their interaction partner. This sex difference was descriptively observed for all countries and was partially mediated by differences in risk but not social preferences. Gender inequality did not predict the difference in magnitude of sex differences between countries. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the association between positive competences, such as emotion regulation, proactive coping and prosocial behavior, and Colombian adolescents' perception of their well-being and life satisfaction. Through a convenience sample, 930 7th and 9th grade adolescents attending 11 public and private schools in 2 main cities of Colombia answered to a set of scales that evaluate proactive coping, emotion regulation, prosocial behavior, perceived life satisfaction and well-being. Multiple linear regression analyses were conducted to evaluate models for adolescents' well-being and life satisfaction, with the positive competences taken as predictive variables. The model that showed the best fit and accounted for the greatest amount of variance in adolescents' well-being and life satisfaction included 2 dimensions of proactive coping (positive and social), emotion regulation and prosocial behavior. Recommendations for future research and the development of intervention programs to promote adolescents' well-being are presented. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the role of prosocial behaviour against aggression in a school‐based universal intervention adapted in two different (non‐Western) countries, Colombia and Chile. Using a randomised pretest–post‐test design (and controlling for participants' gender and parents' level of education), current results highlighted different effects of a similar programme in both sites. First, the school‐based universal programme designed for promoting prosocial behaviours in the peer context obtained a positive cross‐national effect on prosocial behaviour rated by three informants (i.e. self, peer and teacher reports). In Colombia, this effect was moderated by the initial level of prosociality of the participants and their level of education. Mediational two‐wave model corroborated that the improvement on prosocial behaviours in both countries (moderated in the case of Colombia) predicted significantly lower level of physical aggression. Characteristics of the implementation considering different cultural and historical backgrounds were discussed. [ABSTRACT FROM AUTHOR]

Emotionality and self-regulation are crucial for positive development, especially during early adolescence when youths experience normative increases in behavioral problems and declines in prosociality. Using Latent Profile Analysis (LPA-a person-oriented technique to identify patterns of functioning within individuals), we identified youths' profiles based on dimensions of mother-reported negative emotionality (NE; anger/frustration, sadness/depressive mood), and Effortful Control (EC; attentional, activation and inhibitory control) and examined concurrent associations with self- and mother-reported aggressive and prosocial behaviors. We included a cross-national sample of 530 youths (M age = 11.43; 49 % males) from Colombia (17 %), Italy (36 %), and United States (47 %). We identified four profiles: Adjusted (38 %; low NE; high EC)—lowest aggression, highest prosociality; Average (34 %; average NE and EC)—average aggression and prosociality; Emotional-regulated (20 %; high NE; average EC)—average aggression and high prosociality; and Emotional-dysregulated (8 %; high NE; low EC)—highest aggression, low prosociality. We highlight associations of different emotion-regulation patterns with specific behavioral responses in early adolescence. [ABSTRACT FROM AUTHOR]

Prosocial behaviors (i.e., actions that benefit others) are important markers of healthy social functioning, and understanding the factors that predict such outcomes among recent immigrant Latino adolescents is important. The current study examines the longitudinal associations between maternal involvement and prosocial behaviors via collectivism values. Data comes from a longitudinal project (Construyendo Oportunidades Para los Adolescentes Latinos) of 302 recently immigrated U.S. Latina/o adolescents (53.3% male, average age = 14.51 years old). The current study uses data from three times points across 2 years. The results demonstrated that maternal involvement was positively associated with collectivism values. Collectivism was positively associated with changes in prosocial behaviors. There was also partial support for a reverse-causal model. Discussion focuses on the links among parenting, cultural values, and prosocial behaviors among immigrant U.S. Latina/o adolescents. [ABSTRACT FROM AUTHOR]

Objective: to establish whether the Canadian selfreport altruism scale questionnaire is a reliable estimate for altruistic behavior in young Colombian university students. Methodology: the self-report altruism scale test was adapted and applied. 327 university students between 18 and 25 years from five independent cohorts participated in this study. Participants should note, in 20 items, the frequency (never, once, more than once, often or very often) with which they performed altruistic behavior. The method of this study followed the protocol of the World Health Organization for these cases. There was also a correlation analysis between the score of the questionnaire and the evaluation that some close friends of each participant made in relation to the altruistic tendency of the latter. Results: cronbach's alpha, bipartition analysis and comparison of these data with those reported in other countries show that the instrument is highly reliable. The selfreport altruism scale questionnaire is a useful tool to estimate the altruistic behavior of Colombian university students. Conclusions: the relevance of developing tools to assess prosocial behavior in the country is discussed and clarified. Expanding the age range and applying the questionnaire to non-university populations, will strengthen the development of the instrument. [ABSTRACT FROM AUTHOR]

Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the results from a series of framed field experiments conducted in fishing communities off the Caribbean coast of Colombia. The goal is to investigate the relative effectiveness of exogenous regulatory pressure and pro-social emotions in promoting cooperative behavior in a public goods context. The random public revelation of an individual's contribution and its consequences for the rest of the group leads to significantly higher public good contributions and social welfare than regulatory pressure, even under regulations that are designed to motivate fully efficient contributions. ( JEL C93, H41, Q20, Q28) [ABSTRACT FROM AUTHOR]

The purpose of this research was to establish the existence of gender differences in peers relationships and their relationship to prosocial and antisocial behavior at elementary, secondary and university education. Participants were 464 children and young people from primary school (n = 140), high school (n = 200) and university (n = 124) from different public and private educational institutions in the city of Valledupar (Colombia). The information about the peers relationship and prosocial and antisocial behavior were collected through peer nominations. We found that female tends to be more popular, whereas the male gender seems to be more rejected and excluded. Moderate correlations were found between prosocial and antisocial behavior and social preference and social impact. It was also found that women are more prosocial and have greater social preference in elementary, but the trend changes at the university, where men have a higher social preference and are more prosocial. [ABSTRACT FROM AUTHOR]

Emotional intelligence (EI), empathy, and prosocial behavior (PB) are widely studied in the early stages of life, up to adolescence. However, there have been few studies in older adults. Using a multivariate methodology, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied with structural equation models (SEM) in 271 older adults in Colombia, along with a Spanish sample made up of 139 adults over 60 years of age, for a total sample of 411 older adults. The results confirmed that EI, as measured with the WLEIS, scale is the best predictor of PB, with excellent adjustment criteria (GFI = 0.99; CFI = 0.98; RMSEA = 0.064; PCLOSE = 0.28; SRMR = 0.023; AIC = 57.30). It is concluded that the path model yielded a reliable predictive explanation of PB, including EI as a key variable that explains prosocial tendencies. [ABSTRACT FROM AUTHOR]

Research from U.S. samples has shown consistent associations between physical punishment and adverse child outcomes. Nonetheless, little is known about the effects of physical punishment in countries where its use is more accepted. The purpose of this study was to examine the association between physical punishment and children and adolescents' outcomes in Colombia using longitudinal data from a national sample (N = 5801). Matching techniques were used to improve balance in covariates between children and adolescents exposed and not exposed to physical punishment. Findings suggest that children and adolescents' exposure to physical punishment was linked to higher internalizing and externalizing problems, as well as lower prosocial behaviors and receptive vocabulary. These results highlight the importance of implementing legislation and interventions aimed at eliminating physical punishment in Colombia. • Little is known about the effects of physical punishment in non-U.S. samples. • We study the links between physical punishment and child and adolescent outcomes in Colombia. • Matching techniques are used to reduce the risk of confounding. • Physical punishment is associated with higher internalizing and externalizing problems. • Strategies aimed at reducing physical punishment in Colombia are warranted. [ABSTRACT FROM AUTHOR]