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The study examines if African American adolescents' academic self-esteem moderates relations between negative youth experiences and academic achievement. Grounded in a PVEST perspective, the study collected responses from 364 Black adolescents (69% girls) in a southern, urban city. The primary finding in the study confirmed the hypothesis that students who report more negative youth experiences would also report lesser achievement and that negative relations would be buffered by the presence of Academic Self-Esteem. The study also outlines sex differences as Black males appear to be more vulnerable to negative youth experiences. Despite reporting more encounters with neighborhood-based discrimination, Black males appear to benefit academically when negative experiences are coupled with high academic self-esteem. The highest achievement in our sample was reported by students with high academic self-esteem who also reported higher instances of negative youth experiences. Intervention efforts and suggestions for future directions are discussed.

Literature highlights how education in the twenty-first century begins to advocate multiple new concepts, such as new technology, new pedagogies, interdisciplinary curricula, open learning, etc. Among these concepts, the recognition and awareness about one's character strengths are demonstrated to improve emotional management and individual/group's quality of life. We studied three fifth-grade Italian classes using an emerging educational model called IARA to verify if it can truly improve emotional literacy, characters strengths awareness, and cohesion in ten-years children. To demonstrate its efficacy, we used Bloom's Taxonomy and Sociogrammatic study. We proved that the IARA could be an efficient model to improve one's character strengths and class milieu awareness.

This study explored the profiles of Longitudinal Life Environmental Satisfaction (LLES) during the COVID-19 pandemic, evaluating their predicting role in social-emotional adjustment in children and early adolescents. 488 children (M[subscript age] = 8.54; SD = 0.63), and 129 early adolescents (M[subscript]age = 11.08, SD = 0.48) completed two questionnaires, pre-COVID-19 (T1) and in June 2021 (T2). Results showed two profiles, the risk profile characterized by a decrease in LLES and the second profile with stable, high levels of satisfaction. LLES profiles moderated the impact of time on children and adolescents' social-emotional adjustment. Specifically, children prosocial behaviour decreased in the risk profile, while independent participation remained stable. Self-efficacy decreased in both profiles for early adolescents, but only in the risk profile for children. Findings suggested that only children were able to benefit from systems wellbeing stability during the pandemic, improving their social-emotional adjustment. Findings supported the impact of the pandemic on social-emotional adjustment, especially for those who showed a disruption of systems satisfaction.

Moral pride is a key component of virtue development. This study provides developmental insight into children's moral pride across cultures, and the potential for moral pride to underlie prosocial behavior. Participants included children and adolescents ages 6, 9, and 12 years from Canada (n = 186; 50% girls; ethnically diverse sample), Japan (n = 180; 48% girls), and a subsample from Italy (n = 86; 54% girls), as well as their primary caregivers or teachers. Moral pride was measured using a vignette procedure wherein children reported their emotions, emotion intensities, and reasoning following moral actions (harm omission and prosocial contexts). Global prosocial behavior was assessed via caregiver reports. Results revealed that moral pride increased from 6 to 9 years of age in Japanese and Canadian children (some similar trends were found in the Italian subsample) and that Canadian children reported stronger feelings of moral pride than Japanese children (Italian children's moral pride intensities were akin to those of Canadian children). Moral pride was positively associated with global prosocial behavior in Japanese children (and marginally in Italian children) but not in the Canadian children. These novel findings showcase the role of culture in shaping children's moral pride, and the potential for this moral emotion to reinforce children's commitment to prosocial action in childhood and early adolescence.

Evidence suggests an impact of the COVID-19 pandemic on mental health, particularly among emerging adults. However, theories on altruism born of suffering or adversarial growth suggest that we might also see prosocial behavior as a function of the pandemic, which may protect against mental health challenges. Because cultural values are central in determining prosocial behavior, the current study explored how cultural values were differentially associated with adaptive prosocial behaviors that might protect against mental health challenges. Participants for the current study included 5,682 young people aged 18-25 years from 14 different countries around the world (68% female, 62% college students). Path analyses suggested that there were few differences in patterns as a function of culture, but revealed that horizontal individualism and horizontal and vertical collectivism were indirectly associated with lower levels of depression via prosocial behavior toward family members. Discussion focuses on the importance of coping by strengthening family relationships via prosocial behavior during the pandemic.

This research investigated whether the perception of social-causal relation alone triggers both infants' evaluation processes and expectations about the social preferences of informed third parties. Three experiments were carried out, using the violation of expectation (VoE) paradigm. During the familiarization phase, infants saw events in which negative interactions involving two spheres as third parties were presented, while another shape intervened (intervening event) or not (non-intervening event), and a bystander watched these interactions. In Experiment 1, a sphere moved towards another sphere that started to move before the contact (social causality); in Experiment 2, a sphere moved towards another sphere that started to move after the contact (physical causality); in Experiment 3, a sphere moved towards fixed objects (physical causality). In the two test trials, either the intervening or the non-intervening agent needed help to enter into a box, and the bystander helped either agent. Later, a manual choice task assessed infants' preferences. The results demonstrated that only in the social condition infants expected a bystander to help an intervening agent, and preferred the intervening agent. The findings provided evidence that infants' evaluations are triggered by the perception of social causality.

Research Findings: In order to investigate the effects of a mindfulness-based intervention on preschooler's social-emotional learning skills, the present pre-post test pilot study assessed prosocial behavior, self-regulation and perspective taking in 21 preschool children, randomly assigned either to the experimental or the control group. Children who received the intervention showed significant improvements in prosocial behavior, in the inhibitory processes of self-regulation and in the ability of perspective taking, particularly in its emotional and cognitive components. Practice or Policy: These preliminary findings, which should be supported by further empirical investigation in larger samples, encourage the use of mindfulness-practices in preschool-age children in order to enhance social-emotional competence.

Most cooperative interactions involve interpersonal trust and the expectation of mutual reciprocation. Thus, understanding when and how humans acquire interpersonal trust can help unveil the origins and development of children's cooperative behavior. Here, we investigated whether prior sociomoral information about trading partners modulates the choice of preschool (4--5 years) and school-age children (7-8 years) to share their own goods in a child-friendly version of the trust game. In this game, the trustee partner can repay the child's initial investment or keep everything and betray the trustor. In two studies, we addressed whether trust is modulated by trustees exhibiting prosocial versus antisocial behaviors (Study 1, "helper and hinderer"), or respect-based versus fear-based power (Study 2, "leader and bully"). Preschoolers trusted the leader reliably more than the bully, and the hinderer reliably less than a neutral agent. The tendency to trust the helper more than the hinderer increased with age as a result of the increased propensity to trust the prosocial agent. Overall, these findings indicate that, by age 5, children understand complex cooperative exchanges and start relying on sociomoral information when deciding whom to trust.

Background: The current research investigated the association between teacher-student relationship (both teacher-perceived and student-perceived relationship quality) and students' prosocial behaviours, as well as the mediating roles of students' attitudes towards school and perceived academic competence in this association. Sample: Four hundred and fifty-nine Italian primary students (aged 4-9, M[subscript age] = 7.05, SD[subscript age] = 1.37) and 47 teachers (aged 26-60, M[subscript age] = 48.35, SD[subscript age] = 8.13) participated and finished all the questionnaires and scales. Methods: Multiple regression analyses and bootstrapping analyses were employed to test the direct and the mediating effects between the teacher/student-perceived relationship and students' prosocial behaviours. Results: Results indicated that (1) teacher-student relationship was positively associated with students' prosocial behaviour; and (2) students' attitudes towards school could significantly mediate the association between teacher/student-perceived relationship and students' prosocial behaviours. Conclusions: Our understanding of how teacher-student relationship helps to enhance students' prosocial behaviours, as well as the intervention programmes that aim to enhance students' prosocial behaviours, may benefit from these findings.

Living alongside one another in a spirit of acceptance evokes the concept of tolerance that, from Erasmus da Rotterdam to Voltaire to Primo Mazzolari, calls upon us to understand that the only possible choice for mankind, from time immemorial, has been to educate towards coexistence within milieus that increasingly differ by culture, customs, ways of thinking and behaviours. Beliefs and concepts sometimes refer to values that may also be quite remote from and unlike ours and, as a result, our capacity to find points of contact with other persons becomes the condition, not only for survival, but for growth itself as a human person. To know how to interpret and yet keep one's own points of reference is a constant challenge to our intelligence guided by the will to do good. The concept of free will is based precisely on the strength of the human will, driven to dedicate itself to whatever safeguards, or to turn away from the search for salvation. Freedom cannot exist if we replace it with new absolutisms and mental blocks that hinder the realisation of that growing humanisation plan, founded on responsibility and care. This paper broaches the subject of the relevance of education to tolerance: on one hand, a plan for detecting the limits within us and, on the other, the need for creating a human community, with the purpose of defining a common interest to live for and commit ourselves. So, it is a matter of choosing whether to live through another cold war or shift towards much more promising horizons of encounter and solidarity.

The study is aimed at exploring, through lexical analysis, the courageous actions performed by elementary school students. Five hundred ninety-two Italian children were interviewed about the most courageous action that they had ever performed during their life. Exploratory cluster analysis with Iramuteq was run to analyse the children's answers and four clusters were found. The first cluster referred to actions performed with physical risks (physical courage). The second cluster referred to actions to protect or defend others, especially peers, in difficult and unpleasant social situations (moral courage). The third cluster referred to courageous actions in dealing with threats concerning personal well-being (psychological courage) and the fourth cluster referred to physically and psychologically courageous actions. Gender differences were found for the first and third cluster with girls reporting more physical courage and boys more psychological courage. The study has important implications for research and practice.

The current study examined levels of implicit and explicit independent and interdependent self-construals (SCs) in early adolescents with and without a migration background in Italy and assessed whether SCs were linked to youths' positive adjustment in terms of self-esteem and prosocial behavior. Chinese early adolescents of immigrant background (n = 123) and Italian mainstreamers (n = 187) aged between 11 and 13 years participated in the Semantic Misattribution Procedure and completed a set of questionnaires. Results indicated that at the implicit level, Chinese-origin youths reported higher interdependence than their Italian nonimmigrant peers, whereas at the explicit level, Italian youths scored higher on independence than their Chinese counterparts. In both ethnocultural groups, independent SC (implicit and explicit) was positively related to self-esteem, whereas interdependent SC (implicit and explicit) was positively linked to prosocial behavior. Findings underscore the usefulness of integrating implicit and explicit measures to evaluate early adolescents' SCs in multicultural contexts.

This study aimed to investigate the role of theory of mind (ToM) and both cool and hot executive function (EF) in accounting for prosocial behavior. Typically developing children of 3 to 6 years of age (N = 183) were assessed on a battery of EF and ToM tasks, while parents and teachers completed a questionnaire examining the children's prosocial behavior in everyday situations. Structural equation modeling was used to investigate the EF constructs and then to examine within the same model the relation among EF (both cool and hot), ToM, and prosocial behavior (teacher form), while controlling for age. The results showed that cool EF task performance was directly related to prosocial behavior, whereas neither ToM nor hot EF task performance was related to prosocial behavior. Nevertheless, both ToM and hot EF task performance were related to cool EF task performance. Interestingly, hot EF task performances were not significantly related to each other or to ToM.

In Western cultures, the sexualization of children has increased over the past decades. In two studies, we investigated the consequences of children's sexualization for their peers' willingness to provide help in a case of bullying. In both studies, children (total N = 396; ages 7 to 11 years) were randomly assigned to view either a sexualized or non-sexualized target and answered questions about the target's traits and treatment. Our findings provide evidence that early sexualization exposes preadolescent children to the dehumanizing consequences associated with adult women's sexualization. We found that sexualized targets were perceived as less than fully human in terms of both human nature and human uniqueness (Studies 1 and 2) and that, among girls, human nature ratings mediated the association between sexualization and reduced helping intentions toward both male (Study 2) and female targets (Studies 1 and 2).

Background: This study evaluated the impact of a structured 10-didactic units intervention on promoting the school inclusion of elementary school students with intellectual disability (ID). Method: The intervention was devised for 152 Italian typically developing (TD) elementary school students that were randomly assigned to the experimental (EG) or to the control (CG) group. Specifically, we examined the positive and negative social behaviours that took place in naturalistic class settings between TD students and their classmates with ID and the positive and negative peer sociometric nominations that children with ID received from their TD classmates. Results: At post-test, the children with ID included in the classes randomly assigned to the EG, received more positive sociometric nominations and social behaviours than peers with ID of the CG, and adopted more positive behaviours towards TD peers. Conclusions: The study highlighted the potential of the intervention to promote the school inclusion of students with ID.

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.

We analyzed developmental changes in outsider behavior, testing whether the likelihood that it turns into bullying or defending over time depends on the individual proneness to feel shame or guilt. Participants were 155 preadolescents (72 boys and 83 girls; [X-bar][subscript age] at T1 = 10.74 years). Bullying, defending, and outsider behaviors were assessed twice by peer nominations. Shame- and guilt-proneness were assessed at T1 by a self-report questionnaire. All behaviors appeared quite stable; however, regression analyses revealed that shame and guilt were associated with outsider developmental pathway. In particular, students steadily presented outsider behavior after a 9-month period if they showed low guilt or high shame at T1. Results are discussed in terms of future directions for research and interventions.

This study investigated the links between students' behavioral problems, student--teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student-teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6-8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student-teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student-teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students' characteristics in relation to student-teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.

Research Findings: The aim of the present study was to examine the moderating role of inhibitory control (IC) in the associations between shyness and young children's social and school adjustment. Participants were 112 Italian children (M = 56.85 months, SD = 10.14) enrolled in preschool. Parents and teachers assessed child shyness and IC as well as indices of social and school adjustment. Children were interviewed to assess vocabulary. Results from hierarchical multiple regression analyses revealed several significant interaction effects between shyness and IC in the prediction of outcome variables. Follow-up simple slope analyses indicated that among children with higher levels of IC, shyness was negatively related to prosocial behavior and popularity. In contrast, among children with lower levels of IC, shyness was positively associated with regulated school behaviors. Practice or Policy: The findings provide evidence to suggest that the combination of shyness and IC may contribute to children's behavioral rigidity, which in turn may promote social and school adjustment difficulties.

The present research explored the relation between socio-cognitive skills, as Theory of Mind and affective empathy, social behaviour, attachment style and scholastic success in children, aged from 8 to 11 years (N = 159; 90 females, 69 males; M[subscript age] = 9,60; DS = 0.78). Several assessment tools were administered to children on mentalizing abilities (Stories), empathy ("FASTE"), language ("PPVT-R"), attachment style ("SAT") and learning ("M.T." and "AC-MT 6-11"), while the teachers were asked to complete a questionnaire about every child's social behaviour ("SDQ"). The correlational analysis and MANOVA prove that 'secure' children show more prosocial behaviour, moral mentalizing and empathic capacities in the classroom, receiving better evaluations from teachers and in learning tests. Moreover, socio-cognitive skills and prosocial behaviour are associated with academic performance, while the affective empathy is only related to teachers' evaluations. Finally, the implications of these findings for theoretical and research development on socio-cognitive skills are discussed.

Research Findings: In this study, we investigated associations among social cognition skills (specifically, emotion knowledge and theory of mind), language abilities, and 3 varieties of prosocial behavior (helping, sharing, and comforting) in early childhood. The effects of age and gender were also taken into account. Participants were 149 Italian children between 24 and 47 months of age (M = 35.6 months, SD = 6.77 months). We adopted a multitrait mixed-methods research design, using direct measures of emotion knowledge, theory of mind, and language as well as naturalistic observations of children's free play with peers to detect the frequency with which they engaged in prosocial behaviors. Ordinal logistic regression analyses showed that helping behaviors were especially accounted for by emotion knowledge and gender, whereas variance in sharing behaviors was mostly explained by theory-of-mind ability and language. Practice or Policy: The findings encourage those involved in early childhood education to develop training and intervention programs to enhance children's emotional, linguistic, and cognitive skills. Given that these results were obtained with children as young as 2 and 3 years, preventive intervention should be implemented during the earliest years of life.

Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children's emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers' prosocial and aggressive behavior. Ninety-five 26- to 36-month-olds participated in a 2-month intervention in which trained teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (experimental condition) or did not (control condition). Even after we controlled for age and general language ability, the children in the experimental condition were found to outperform the control group on measures of emotion knowledge and emotional-state talk. Furthermore, the intervention fostered gains in prosocial behavior, whereas it did not have a significant effect on the frequency of aggressive actions, which was lower at posttest in both groups. The positive effect of the training program on participants' prosocial behavior was no longer significant when we controlled for gains in emotion knowledge and emotional-state talk. Practice or Policy: The results encourage the implementation of early educational programs focused on emotion knowledge in order to foster children's prosocial behavior toward peers.

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.

Perspective taking, defined as the ability to assume another's perspective, can be considered a multidimensional construct which is composed of three different components: cognitive, visual and affective. This study wanted to verify the possibility of promoting perspective taking in preschoolers using ecological training. The maintenance of children's acquired abilities after six months was also assessed. Subsequently, analyses were conducted to examine if a possible increase in these competences could positively influence prosocial disposition and determine a decrease of aggressiveness. The design was a pre-test/post-test quasi-experimental procedure with independent samples: an experimental and a control group, each one with 30 children aged 3-5. Results showed a significant improvement in most of the investigated areas after the training, confirming the possibility of promoting perspective taking abilities. Moreover, children with greater perspective taking skills were also more inclined to behave in a prosocial way during peer interactions. Furthermore, these changes were persistent at the follow-up session six months later.

Three studies involving 328 married couples were conducted to validate the Marital Offence-Specific Forgiveness Scale, a new measure assessing offence-specific forgiveness for marital transgressions. The studies examined the dimensionality; internal consistency; and discriminant, concurrent, and predictive validity of the new measure. The final scale comprised 2 distinct correlated dimensions, 1 positive (Benevolence) and 1 negative (Resentment-Avoidance), both of which had adequate internal consistency. The 2 dimensions discriminated marital forgiveness from affective empathy, rumination, attributions, and marital quality. Convergent validity of the new scale was indicated by significant relationships between its underlying dimensions and a host of predicted sociocognitive, relationship, trait, and well-being correlates of forgiveness. Providing evidence for predictive validity, forgiveness dimensions accounted for variability in relationship variables over a 6-month period. (Contains 4 footnotes, 5 tables and 1 figure.)

Objectives: To longitudinally describe prosocial behaviour development from childhood to adolescence, using multiple informants within Canadian and Italian samples. Method: Participants in Study 1 were 1037 boys from low socioeconomic status (SES) areas in Montreal, Canada, for whom yearly teacher and mother reports were obtained between the ages of 10 and 15. Participants in Study 2 were 472 children (209 girls) from Genzano, Italy, for whom yearly self and teacher reports were obtained between the ages of 10 and 14. Developmental trajectories were estimated from ratings by each informant to identify subgroups of children following distinct courses of prosocial development. Results: In Study 1, three trajectory groups (low/declining 53%, high/declining 16%, high/steep declining 31%) were identified from teacher ratings, while five trajectories (low/stable 7%, low/declining 19%, moderate/stable 41%, high/declining 24%, high/stable 9%) were identified from mother ratings. Small but significant associations were observed between mother and teacher ratings. In Study 2, three trajectory groups (low/stable 9%, moderate/stable 50%, high/stable 42%) were identified from self-ratings, while four trajectory groups (low/stable 8%, moderate/declining 48%, high/declining 37%, increasing 7%) were identified from teacher ratings. Small but significant associations were observed between self- and teacher ratings. Conclusions: The present studies investigated levels of prosocial behaviours from childhood to adolescence, using a multi-informant, cross-cultural perspective. All but one of the developmental trajectories identified were characterised by stable or declining levels of prosocial behaviours. Further research longitudinally investigating prosociality across developmental periods is needed to clarify prosocial behaviour development over time.

The present study examined the validity of the Basic Empathy Scale (BES) [Jolliffe, D., & Farrington, D. P. (2006a). Development and validation of the Basic Empathy Scale. "Journal of Adolescence," 29, 589-611; Jolliffe, D., & Farrington, D. P. (2006b). Examining the relationship between low empathy and bullying. "Aggressive Behavior," 32(6), 540-550.] and found further evidence for the scale's good psychometric properties. The BES was administered to a sample of 655 Italian adolescents to examine the generalizability and reliability of its factor structure. The results of the confirmatory factor analysis showed a reasonable data fit with the two hypothesized BES domains of Cognitive Empathy and Affective Empathy. Scale reliability was also satisfactory, showing good internal consistency. Lastly, BES scores were significantly associated with other empathy questionnaire scores (the Interpersonal Reactivity Index and Balanced Emotional Empathy Scale) and with a scale measuring prosocial behavior. Research and practice implications are discussed. (Contains 1 figure and 3 tables.)

The Regulatory Emotional Self-Efficacy (RESE) scale was developed to assess perceived self-efficacy in managing negative (NEG) and in expressing positive (POS) affect (G. V. Caprara & M. Gerbino, 2001). In this study of young adults, the factorial structure of the RESE scale was found to be similar in Italy, the United States, and Bolivia: In addition to a factor for POS, NEG was represented by a second-order factor of 2 different negative affects: despondency-distress (DES) and anger-irritation (ANG). Overall, there was partial invariance at both metric and scalar levels across gender and countries. Discriminant and convergent validity of the RESE scale was further examined in the Italian sample. Stronger patterns of association of POS with prosocial behavior, of ANG with low aggressive behavior problems and irritability, and of DES with low anxiety/depressive problems and shyness and high self-esteem were found. (Contains 5 tables, 1 figure, and 4 footnotes.)

The literature on participant roles in bullying lacks empirical studies that seek to explain what differentiates defenders from outsiders (or passive bystanders). The present study tested a conceptual model in which two personal characteristics of early adolescent students (empathy and perceived social self-efficacy) were considered as possible determinants of their participant behavior in bullying episodes. A total of 294 Italian early adolescents (mean age=13.3 years, range: 12-14) participated in the study. The structural equation modeling showed that high levels of empathic responsiveness were positively associated with both active defending and passive bystanding behavior, as assessed through peer nominations. In contrast, high levels of social self-efficacy were associated with helping behavior, whereas low levels of social self-efficacy were associated with passive bystanding behavior. Results are discussed in terms of theoretical and practical implications for researchers and educational practitioners.

This study addresses the factors that increase the persuasive impact of entertainment – education (EE) narrative messages designed to improve attitudes toward immigrants. Specifically, the effect of the demographic similarity between the protagonist of the narrative message (a transitional character) and the audience is studied. Three online experiments were carried out simultaneously in Greece (N = 286), Italy (N = 295), and Spain (N = 294) to evaluate the indirect effect of demographic similarity on identification with the protagonist through perceived similarity, as well as the specific indirect effects on attitude, perceived threat, intergroup anxiety, and prosocial behavior toward immigrants, while including perceived similarity, identification, meaningful affect, and cognitive elaboration as mediating mechanisms. The results obtained in the three countries were in accordance, indicating that demographic similarity increased perceived similarity and, in turn, identification. Furthermore, identification was associated with greater cognitive elaboration and meaningful affect, and both processes, in turn, were associated with more positive attitudes toward immigrants (in all three countries) and also with less perceived threat and more prosocial behavior (in two countries). The findings are discussed in relation to the reduction of prejudice using EE narratives that inspire audiences through cognitive and emotional processes. [ABSTRACT FROM AUTHOR]

A key challenge for public institutions is to ensure adequate funding for health, especially in times of crisis, and motivating citizens' prosocial financial behavior is critical to ensuring the efficiency of healthcare. This article investigates citizens' willingness to support healthcare with data from two cross-sectional Italian studies conducted during the peak of the pandemic. This article presents the results of two cross-sectional studies, conducted during the pandemic peaks in Italy, investigating citizens' willingness to support the healthcare. Findings show different reactions towards voluntary contributions and mandatory subsidies. Furthermore, trust in money management and altruistic drivers predicted citizens' willingness, which declined over time. Results offer guidance as to when and how be more effective in designing communications aimed at raising funds for healthcare. [ABSTRACT FROM AUTHOR]

Previous research has revealed cross-cultural differences in parenting styles and in how these may relate to adolescents' prosocial behavior. Nevertheless, little is known about the role of cognitive flexibility – a key component of executive function –and the immigration context in these associations. Using a person-centered approach, the current study aimed to (1) explore perceived parenting profiles among Chinese immigrant-origin youth in Italy in comparison to their nonimmigrant ethnic majority peers in the country of origin (China) and in the country of destination (Italy), and (2) examine the moderating role of cognitive flexibility in the expected parenting-prosocial behavior link in the three cultural groups. Participants (N = 444; M (Age) = 11.88 years; SD = 1.08; 50.7% girls; 27.4% Chinese immigrant-origin, 35.4% Chinese ethnic majority; 37.2% Italian ethnic majority) completed a parenting questionnaire and a computerized cognitive flexibility task, while teachers rated their prosocial behavior. Latent profile analysis revealed three perceived parenting styles: "harsh" (15.8%), "supportive" (40.5%), and "strict-affectionate" (43.7%). Chinese immigrant-origin, Italian ethnic majority, and Chinese ethnic majority youths were overrepresented in each of these profiles, respectively. In regression analyses, the association between parenting profiles and prosocial behavior varied as a function of adolescents' cognitive flexibility and cultural group. Specifically, cognitive flexibility strengthened the supportive parenting-prosocial behavior link for Chinese immigrant-origin youth, and buffered against the detrimental effect of harsh parenting on prosocial behavior for their Italian ethnic majority peers. Findings emphasize the influence of cultural and immigration-related factors on adolescents' perceived parenting styles, and provide further evidence for the beneficial role of cognitive flexibility in the positive adjustment of youth with and without an immigrant background. [ABSTRACT FROM AUTHOR]

Positive developmental outcomes among youth living in poverty have rarely been studied. Despite numerous risk factors, it is important to understand the factors that contribute to positive developmental outcomes among youth in poverty. Using the Self-Determination Theory framework, this two-wave longitudinal study investigated the contribution of basic psychological needs of autonomy, competence, and relatedness to positive developmental outcomes of prosocial behavior and positive affect among 225 youth living in poverty in Italy. Results suggest that overall, prosocial behavior was positively predicted by autonomy, while positive affect was positively predicted by competence. Moderator analyses showed that the satisfaction of the need of relatedness predicted prosociality for girls and immigrants. For girls, the fulfilling of this need also predicted positive affect. The importance of each psychological need to different positive outcomes was shaped by adolescents' economic condition, immigrant background, and gender. The implications for further research and practices are discussed. [ABSTRACT FROM AUTHOR]

There is compelling evidence that early school intervention programs enhance children's development of life skills, with a positive knock-on effect on their behaviors and academic outcomes. To date, most universal interventions have displayed gains in children's social-emotional competencies with a limited reduction in problem behaviors. This may depend on programs' curricula focused to a greater extent on preschoolers' social-emotional competencies rather than problem behaviors. Promoting Mental Health at Schools (PROMEHS) is a European, school-based, universal mental health program explicitly focused on both promoting students' mental health and preventing negative conduct by adopting a whole-school approach. In this study, we set out to evaluate the effectiveness of the program for Italian and Portuguese preschoolers. We recruited 784 children (age range = 4–5 years), assigning them to either an experimental group (six months' participation in the PROMEHS program under the guidance of their teachers, who had received ad hoc training) or a waiting list group (no intervention). We found that PROMEHS improved preschoolers' social-emotional learning (SEL) competencies, prosocial behavior, and academic outcomes. The more practical activities were carried out at school, the more children's SEL competencies increased, and the more their internalizing and externalizing behaviors decreased. Furthermore, marginalized and disadvantaged children were those who benefited most from the program, displaying both greater improvements in SEL and more marked decreases in internalizing problems compared to the rest of the sample. [ABSTRACT FROM AUTHOR]

This study explored the profiles of Longitudinal Life Environmental Satisfaction (LLES) during the COVID-19 pandemic, evaluating their predicting role in social-emotional adjustment in children and early adolescents. 488 children (Mage = 8.54; SD = 0.63), and 129 early adolescents (Mage = 11.08, SD = 0.48) completed two questionnaires, pre-COVID-19 (T1) and in June 2021 (T2). Results showed two profiles, the risk profile characterized by a decrease in LLES and the second profile with stable, high levels of satisfaction. LLES profiles moderated the impact of time on children and adolescents' social-emotional adjustment. Specifically, children prosocial behaviour decreased in the risk profile, while independent participation remained stable. Self-efficacy decreased in both profiles for early adolescents, but only in the risk profile for children. Findings suggested that only children were able to benefit from systems wellbeing stability during the pandemic, improving their social-emotional adjustment. Findings supported the impact of the pandemic on social-emotional adjustment, especially for those who showed a disruption of systems satisfaction. [ABSTRACT FROM AUTHOR]

Parochial altruism refers to the propensity to direct prosocial behavior toward members of one's own ingroup to a greater extent than toward those outside one's group. Both theory and empirical research suggest that parochialism may be linked to political ideology, with conservatives more likely than liberals to exhibit ingroup bias in altruistic behavior. The present study, conducted in the United States and Italy, tested this relationship in the context of the COVID‐19 pandemic, assessing willingness to contribute money to charities at different levels of inclusiveness—local versus national versus international. Results indicated that conservatives contributed less money overall and were more likely to limit their contribution to the local charity while liberals were significantly more likely to contribute to national and international charities, exhibiting less parochialism. Conservatives and liberals also differed in social identification and trust, with conservatives higher in social identity and trust at the local and national levels and liberals higher in global social identity and trust in global others. Differences in global social identity partially accounted for the effects of political ideology on donations. [ABSTRACT FROM AUTHOR]

The negative impact of the COVID-19 pandemic on individuals' psychosocial functioning was widely attested during the last year. However, the extent to which individual differences are associated with adaptive and maladaptive outcomes during quarantine in Italy remains largely unexplored. Using a person-oriented approach, the present study explored the association of personality profiles, based on three broad individual dispositions (i.e., positivity, irritability, and hostile rumination) and two self-efficacy beliefs in the emotional area (i.e., expressing positive emotions and regulating anger emotion), with adaptive and maladaptive outcomes during the first Italian lockdown (March–June 2020). In doing so, we focused also on how different age groups (i.e., young adults and adults) differently faced the pandemic. The study was conducted through an online survey from May to June 2020 and included 1341 participants living in Italy, divided into two groups: 737 young adults aged 18–35 and 604 adults aged 36–60 years old. Latent Profile Analysis identified three personality profiles: resilient, vulnerable, and moderate. A subsequent path analysis model showed that the resilient profile was positively associated with prosocial behavior as an indicator of adaptive outcome, and negatively associated with three maladaptive outcomes: interpersonal aggression, depressive symptoms, and anxiety problems. Contrarily, the vulnerable profile resulted negatively associated with prosocial behavior and positively associated with the three maladaptive outcomes. Finally, regarding age group differences, young adults belonging to the vulnerable profile showed a greater association especially with interpersonal aggression, depression, and anxiety problems, as compared to adults belonging to the same profile. Overall, the results of the present study highlighted the importance to analyze individual functioning during an isolation period by using a person-oriented approach. Findings evidenced the existence of three different profiles (i.e., Resilient, Vulnerable, and Moderate) and subsequent path analysis revealed, especially for the vulnerable profile and young adults, a greater maladaptive consequence of the quarantine. The practical implications will be discussed. [ABSTRACT FROM AUTHOR]

The aim of the present study was to test an explanatory model for individual and social wellbeing which incorporates the advantages of using digital technologies during the COVID-19 pandemic. The study was carried out in Italy, one of the countries that has been most severely affected by the pandemic worldwide. The study was designed to include variables that might be specifically pertinent to the uniqueness of the restrictions imposed by the pandemic. Adults living in Italy (n = 1412) completed an online survey during the lockdown period in March 2020. Results showed two distinct digital interaction processes highlighted by the facilitating use of online emotions ("e-motions") and online social support ("e-support"). In short, e-motions were positively related to posttraumatic growth, which in turn was positively associated with positive mental health and higher engagement in prosocial behaviors. Moreover, individuals who perceived themselves as having greater e-support were characterized by higher levels of positive mental health, which it turn was positively associated with prosocial behaviors. Collectively, these two digital interaction processes suggest that digital technologies appear to be critical resources in helping individuals cope with difficulties raised by the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Theory posits that situations of existential threat will enhance prosociality in general and particularly toward others perceived as belonging to the same group as the individual (parochial altruism). Yet, the global character of the COVID-19 pandemic may blur boundaries between ingroups and outgroups and engage altruism at a broader level. In an online experiment, participants from the U.S. and Italy chose whether to allocate a monetary bonus to a charity active in COVID-19 relief efforts at the local, national, or international level. The purpose was to address two important questions about charitable giving in this context: first, what influences the propensity to give, and second, how is charitable giving distributed across different levels of collective welfare? We found that personal exposure to COVID-19 increased donations relative to those not exposed, even as levels of environmental exposure (numbers of cases locally) had no effect. With respect to targets of giving, we found that donors predominantly benefitted the local level; donations toward country and world levels were half as large. Social identity was found to influence charity choice in both countries, although an experimental manipulation of identity salience did not have any direct effect. [ABSTRACT FROM AUTHOR]

This research investigated the psychometric properties of the Prosociality Scale and its cross-cultural validation and generalizability across five different western and non-western countries (China, Chile, Italy, Spain, and the United States). The scale was designed to measure individual differences in a global tendency to behave in prosocial ways during late adolescence and adulthood. Study 1 was designed to identify the best factorial structure of the Prosociality Scale and Study 2 tested the model's equivalence across five countries (N = 1,630 young adults coming from China, Chile, Italy, Spain and the United States; general M age = 21.34; SD = 3.34). Findings supported a bifactor model in which prosocial responding was characterized by a general latent factor (i.e., prosociality) and two other specific factors (prosocial actions and prosocial feelings). New evidence of construct validity of the Prosociality Scale was provided. [ABSTRACT FROM AUTHOR]

How people perceive outgroup prosocial behaviors is an important but under‐researched aspect of intergroup relations. In three experiments conducted in two cultural contexts (Italy and Kosovo) and with two different populations (adolescents and adults; N = 586), we asked participants to imagine being offered help by an outgroup versus ingroup member. Participants attributed fewer prosocial motives to and were less willing to accept help from the outgroup (vs. ingroup) member. This was particularly true for highly prejudiced participants and when the outgroup was described negatively. Participants' perceptions of the outgroup helper's prosocial motives and expected quality of the interaction with the helper mediated the effect of helper's group membership on willingness to accept the help (Experiment 3). We discuss the theoretical and practical implications of these findings for intergroup relations. [ABSTRACT FROM AUTHOR]

Positive feedback about the outcome of volunteers' prosocial actions is often thought to help motivate continued volunteers' engagement. In the context of blood donations, various collection systems have begun to provide blood donors feedback on successful utilization of their blood donation. An experiment conducted by the main NGO that supports the collection of blood in Italy studies how such feedback affects subsequent blood donations. From a sample of over 8'000 blood donors, we find that providing feedback of successful utilization decreases donations. Though surprising, these results are consistent with theoretical models in which individuals engage in prosocial behavior to sustain a positive self-image: feedback about the outcome of a recent donation can act as reminders that boost self-image and reduce the need for re-engaging soon in prosocial activities. Interestingly for policy, we also show that combining the feedback with an explicit request to sign up for a new donation can eliminate, but not overturn, the negative effect of the feedback. [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]

This paper investigates the link between organic and local food products purchasing as pro-environmental behaviours, and "other-regarding preferences", such as altruism, intrinsic motivation and self-image, which is measured through individuals' environmental concerns, volunteering, participation in ecological associations and pro-social behaviours. Using the Italian data from the Multipurpose survey on households "Aspects of daily life" conducted in 2019, and bivariate probit models, this paper shows that environmental egoistic and altruistic concerns, volunteering in formal organizations and participation in ecological associations are positively correlated with the purchase of more organic and local food products. Higher pro-social behaviours correlate positively with the purchase of more local products and negatively with the purchase of more organic products. Furthermore, higher education and better household economic conditions are strongly correlated with the purchase of more organic products, while participation in cultural activities is positively associated with the purchase of more organic and local food products. • We study the role of other-regarding preferences in the purchase of organic and local food products in Italy. • We use a bivariate probit model on a representative sample of Italian households. • Altruistic and intrinsic motivations matter in purchasing organic and local food products. • Self-image influences positively local food purchasing and negatively organic food consumption. • Budget constraints matter more for organic food consumption. [ABSTRACT FROM AUTHOR]

The sharp gap in development between the North and the South of Italy represents a paradigmatic case of persistent within-country disparities. The evidence suggests that this gap could depend on a difference in the ability to cooperate. We investigate experimentally three possible sources of this difference, and find that Northerners and Southerners share the same pro-social preferences, but differ both in their belief about cooperativeness and in the aversion to social risk, respectively, more pessimistic and stronger among Southerners; intervention or events that reduced pessimistic beliefs should directly boost cooperation. [ABSTRACT FROM AUTHOR]