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Introduction: In a diverse society, individuals often need to make prosocial decisions toward others who vary on a range of intertwined social identities. Adolescence is a prime time to promote intergroup prosociality due to identity salience during this developmental stage. In this study, our goal was to develop and provide initial validation, of a novel measure on intergroup prosocial behavior considering gender and race/ethnicity. Method: We used two independent samples of early adolescents (N1 = 118, Mage = 12.21 years, 55% boys, 59% White collected nationally in the United States.; N2 = 133, Mage = 12.77, 51.1% boys, 77% White collected locally in Arizona). Results: Using the data from Sample 1, Exploratory Factor Analyses revealed a two‐factor solution capturing intergroup prosociality and personal distress. Confirmatory Factor Analyses with data from Sample 2 confirmed the factor structure. The reliability of intergroup prosociality was acceptable. Prosociality subscale was positively correlated with adolescents' empathy, sympathy, compliant, emotional, dire, and anonymous prosocial behaviors indicating convergent validity and negatively correlated with adolescents' public prosocial behavior indicating discriminant validity. Further, we examined whether youth engage in differential intergroup prosocial behavior using both variable‐centered and person‐centered approaches, combining data from Samples 1 and 2. While adolescents did not engage in differential intergroup prosocial behavior, Latent Profile Analyses revealed five distinct profiles of early adolescents' intergroup prosociality. Overall, this study advances research on youth's intergroup prosociality across two intersectional social identities, moving beyond the conceptualization of single social identities in intergroup research. [ABSTRACT FROM AUTHOR]

Examining emotion recognition and response to music can isolate recognition of and resonance with emotion from the confounding effects of other social cues (e.g., faces). In a within-sample design, participants aged 5–6 years in the eastern region of the United States (N = 135, Mage = 5.98, SDage =.54; 78 female, 56 male; eight Asian, 43 Black, 62 White, 13 biracial, and nine "other") listened to clips of calm, scary, and sad music. In separate sessions, participants identified the emotional content of the music or reported on the feelings elicited by the music clip, with above-chance accuracy. Emotion recognition was associated with age and higher levels of child emotional verbal expressivity. Children with higher parent-reported empathy reported greater resonance with the emotion conveyed by music, specifically for sad music. Recognition and resonance were correlated (i.e., alignment), although the relationship varied as a function of the emotion expressed, with the greatest alignment for sad music. Results provide insights into emotion recognition and resonance in the absence of direct social signals and provide evidence that children's ability to recognize and resonate with emotion differs depending on characteristics of the music and the child. Public Significance Statement: Our research contributes to how music perception and response can uniquely further our understanding of emotional development. Children accurately recognize and resonate with the emotions conveyed in music. We discuss translational implications for leveraging music as a tool to understand and improve socioemotional competence in children. [ABSTRACT FROM AUTHOR]

Bias-based bullying is a significant problem in the United States, including aggression targeting college students with minoritized social identities. Bystander responsiveness can help to buffer the effects, but social identity factors may influence how students respond to bias-based aggression among peers. We conducted a cross-sectional analysis of a subsample (N = 7,291) of the 2018–2019 Healthy Minds Study to test correlations between racial, sexual, and gender identities and self-reported and hypothetical peer interventions. Students who identify with minoritized sexual and gender identities, across racial identities, are most likely to report past or intended interventions while students who identify as straight, cisgender, male, and White are least likely. Specifically, students with minoritized sexual and gender identities are 32% more likely than straight and cisgender peers to report that they had intervened in the past year and 36% more likely to indicate that they intend to intervene in the future. Experiences of discrimination and belonging are significant but separate covariates. Interventions to support peer responsiveness must attend to dynamics of power, oppression, and social identity to reach more students. [ABSTRACT FROM AUTHOR]

Schools in the United States are becoming more diverse with respect to race, ethnicity, gender, and sexuality, but many minority students experience disconnection from school for a variety of reasons. Longstanding research on the jigsaw method suggests that it has been an effective intervention for increasing interdependence among students and fostering prosocial behaviors that would increase social connection. More recent research on the jigsaw method has focused on its strong effects on academic learning and has largely overshadowed its original purpose to improve social interactions and increase inclusion. This paper is an attempt to revive the jigsaw method as an effective intervention to increase prosocial behavior while at the same time improving academic performance. Practical implementation information, including an implementation checklist, is offered for teachers and school-based mental health professionals looking to implement the intervention in classroom settings. [ABSTRACT FROM AUTHOR]

The goal of the current study was to investigate whether children's social information processing (SIP) predicts their conversations with peers, including both their remarks to peers and peers' remarks to them. When children (N = 156; 55% male; United States; Representation by Race: 60% African American, 18% Mixed race, 15% European American, 7% Other; Representation by Latino/a Ethnicity: 22% Latino/a, 78% Not Latino/a; Mincome = $39,419) were 8 years old, we assessed their aggressive and prosocial SIP using the Social Information Processing Application (SIP-AP). When children were 9 years old, they participated in playgroups typically consisting of four same-sex unfamiliar children who interacted in a round-robin format. Each dyad completed a five-minute frustration task and a five-minute planning task. Observers coded children's verbalizations into six prosocial categories (Suggest, Agree, Solicit Input, Ask, Encourage, State Personal) and four antisocial categories (Command, Disagree, Discourage, Aggress). Children with higher aggressive SIP made more antisocial and fewer prosocial statements, whereas children with higher prosocial SIP made more prosocial and fewer antisocial statements. Furthermore, children with higher aggressive SIP elicited more antisocial and fewer prosocial statements from peers, whereas children with higher prosocial SIP elicited more prosocial and fewer antisocial statements from peers. Children's antisocial and prosocial remarks mediated relations between their aggressive SIP and peers' subsequent antisocial and prosocial remarks. Findings are discussed in terms of: (a) the use of SIP to predict more subtle social behaviors in children's social interaction, and (b) cycles of social interactions that maintain and reinforce children's SIP patterns. Public Significance Statement: Findings of the current study suggest that children who think more aggressively about social interactions speak to their peers using more negative and fewer positive statements. Peers respond using similar language, and their responses help to maintain children's aggressive thinking patterns. [ABSTRACT FROM AUTHOR]

A key aspect of children's moral and social understanding involves recognizing the value of helpful behaviors. COVID-19 has complicated this process; behaviors generally considered praiseworthy were considered problematic during the COVID-19 pandemic. The present study examined whether 6- to 12-year-olds (N = 228; residing in the United States) adapt their evaluations of helpful behavior in response to shifting norms. Specifically, we presented children with scenarios featuring helpful and unhelpful actions that involved physical interaction (e.g., hugging) or nonphysical interaction (e.g., recruiting a teacher); although all children were tested during the COVID-19 pandemic, stories portrayed individuals either before or during COVID-19. While children generally judged helpfulness positively and unhelpfulness negatively, children exhibited a selective shift in their judgments for COVID-19 scenarios: children considered helpfulness negatively and unhelpfulness positively if helping required physical interaction. These findings demonstrate that children flexibly tune their social evaluations of helping to align with evolving norms. Public Significance Statement: From a very young age, children recognize the value in helping others. Despite this early emerging understanding, the COVID-19 pandemic has presented a novel challenge to children's developing concept of prosocial behavior by rendering behaviors that were once valued (such as sharing toys) as problematic. By examining how children reason about helping during COVID-19, the present work contributes to our understanding of how children conceptualize prosocial behavior and to societal discussions regarding the degree to which the COVID-19 pandemic shapes children's social–cognitive development. [ABSTRACT FROM AUTHOR]

Recent work suggests that common knowledge is an important cognitive mechanism for coordinating prosocial behavior, in part because it reduces uncertainty about others' cooperative behavior. However, it remains unclear whether children also rely on common knowledge to solve coordination problems. Here we examined whether 6- to 9-year-old children (N = 133) from the United States were more likely to attempt to coordinate when they had common knowledge about a joint payoff. Participants saw 3 vignettes that modeled the structure of a 2-player coordination problem and were provided with common knowledge, secondary knowledge, or private knowledge about the mutually beneficial, but risky, joint payoff. By 6 years of age, participants were more likely to attempt to coordinate when they had common knowledge than secondary knowledge, and secondary knowledge than private knowledge. Participants were also most likely to expect the other player to coordinate, and were most certain in their predictions, when there was common knowledge. Results indicate that, by middle childhood, children are able to solve coordination problems by relying on common knowledge, in part because it likely increases their certainty in others' cooperative behavior. Overall, findings suggest that common knowledge is an important cognitive mechanism for coordinating behavior and that it does so by reducing uncertainty about others' cooperative behavior. Public Significance Statement: This study highlights the important role common knowledge plays in children's emerging prosocial behavior during early-middle childhood. Findings suggest that increasing confidence that all parties know they share the same information is an effective means of promoting cooperation. [ABSTRACT FROM AUTHOR]

The emergence of trust and solidarity is arguably foundational for economic development and social order. Yet many studies, often survey-based, document large disparities in general trust and social cohesion between countries. Can mutual trust and solidarity arise between people even in areas of low general trust, or do national cultural contexts block such connections? We report an experimental investigation of the dynamic between national environments and local social interactions, specifically those embedded in social exchange. Results of our experiments conducted in the United States and Romania, societies marked by relatively high and low general trust, respectively, show that while national context impacts the level of relational trust formed within dyads, only this emergent relational trust affects dyadic solidarity in both societies. Importantly, burgeoning solidarity has persistent consequences for future exchanges and subsequent solidarity, thus experimentally demonstrating critical linkages between macro- and micro-level precursors to social order. [ABSTRACT FROM AUTHOR]

A sample of Ghanaian (n = 119) and United States (US; n = 70) adolescents was used to examine parental management of peer relationships. Adolescents completed measures of consulting, guiding, parent-adolescent conflict about peers, and social behavior. Compared to US adolescents, Ghanaian adolescents reported higher levels of overt aggression and relational aggression. Ghanaian adolescents reported higher levels of conflict with parents about peers than US adolescents. Ghanaian boys reported the highest level of conflict with parents about peers, US boys reported the lowest level of conflict with parents about peers, and Ghanaian and US girls reported medium levels of conflict about peers. Girls reported higher levels of prosocial behavior than boys. Older adolescents reported higher levels of conflict with parents about peers, higher levels of overt aggression, and higher levels of relational aggression. Across nationality groups, higher levels of consulting were related to lower levels of overt aggression. Multiple regression analyses suggested that higher levels of conflict with parents about peer relationships was related to higher levels of overt aggression and relational aggression across nationality groups. A significant two-way interaction revealed that, for US adolescents, higher levels of consulting were related to higher levels of prosocial behavior. A significant three-way interaction suggested that guiding was not related to prosocial behavior regardless of level of conflict among Ghanaian adolescents. For US adolescents, higher levels of guiding at higher levels of conflict were associated with higher levels of prosocial behavior among US adolescents. [ABSTRACT FROM AUTHOR]

In diverse societies, peaceful intergroup relationships are necessary. Using a minimal groups paradigm, we randomly assigned 188 ethnically diverse U.S. 4- and 5-year-olds to groups with different norms about intergroup relationships. Some were given positive norms (e.g., their ingroup talks, shares, and plays with the outgroup), others were given negative norms (e.g., their ingroup does not talk, share, or play with the outgroup), and others were given no norms. Children then participated in a live and unexpected intergroup interaction. Broadly, the descriptive norms affected children's interactions with the outgroup member. For example, those given positive norms, compared to no norms, were more likely to communicate, share, and show positive affect with the outgroup member. Implications for intergroup conflict, particularly from a developmental perspective, are discussed. [ABSTRACT FROM AUTHOR]

• Buddy Up requires minimal additional teacher training and no special materials • Teachers can "buddy" children up with other-gender peers during regular activities • Pairing preschoolers in Buddy Up promoted prosociality and reduced aggression • Buddy Up promoted preschoolers' other-gender friendships • Having other-gender friends benefited children's prosocial behavior The gendered nature of children's peer relationships has received little attention as a mechanism of change for students' social-emotional competencies. To address this gap, we tested the effects of an easy-to-implement universal intervention (Buddy Up) that paired preschoolers with other-gender peers for enjoyable, cooperative, and structured classroom activities. We considered whether the Buddy Up intervention, relative to a control condition, predicted changes in children's aggression and prosocial behavior. Participants were 140 preschoolers (53.6% boys; M age = 56.49 months; 78% Mexican/Mexican-American) from the Southwestern United States. Following a 2-week pretest period in January (T1), teachers in intervention classrooms implemented the Buddy Up program, which continued until the end of the school year. Post-test data were collected in May (T2). As hypothesized, Buddy Up was associated with increased prosocial behavior and reduced aggression. Testing other-gender friendship participation as a moderator indicated that Buddy Up's effectiveness on prosociality and aggression was not significantly moderated by children's other-gender friendship. We also tested other-gender friendship participation as a mediator and found that Buddy Up increased children's likelihood of having other-gender friends which led to greater prosocial behavior. These findings demonstrated the utility of Buddy Up and the potential for positive outcomes associated with the facilitation of other-gender relationships in early childhood. [ABSTRACT FROM AUTHOR]

This qualitative study examined how adolescent Black males (N = 12) talk about their identities, prosocial behaviors, and connections between them. Of special interest was whether and how the participants included their experiences of dehumanization. Focus group data were analyzed using modified analytic induction. Participants felt good about their racially gendered identities but felt they occupied a precarious position in the United States. Participants' beliefs about how others viewed them motivated restraint from engaging in too many prosocial acts to prevent appearing vulnerable. Participants explicitly referred to their experience of oppression in these discussions and its interaction with identity and prosociality. Results suggest research must consider how macro‐level processes like racism influence the identities and prosocial behaviors of adolescent Black males. [ABSTRACT FROM AUTHOR]

A prominent line of cultural evolutionary theory hypothesizes that religiously inspired prosocial behavior enhances the fecundity of pious groups, causing them to outcompete non-religious communities and spread their prosocial values. We present evidence concerning contemporary workplace safety, in the United States, that unexpectedly tested implications of this cultural evolutionary hypothesis. Avoiding workplace injury requires cooperation and injury influences fitness, thus cultural evolutionary theory would anticipate that religious communities should exhibit fewer workplace injuries. Indeed, we find that the proportion of a community adhering to a religion correlates negatively with rates of workplace injury in its private-sector establishments. This correlation emerges primarily when secular workplace safety authorities are not prominent, thus echoing evidence that religiously inspired prosocial behavior mainly occurs absent "earthly" sanctioning authorities. Furthermore, the percent of religiously affiliated individuals in a community correlates with safety investments, suggesting that workplace injury reductions in religious communities result from individually costly, group-benefitting cooperation. [ABSTRACT FROM AUTHOR]

The Ball State University Center for Peace and Conflict Studies in the United States has compiled altruistic stories from different countries such as India, Australia, the United States, and England since the onset of the COVID‐19 pandemic. We examined those stories to understand (1) who receives the most support, (2) what type of support is provided, (3) who those supporters are, and (4) why people support each other during the pandemic. Conducting a qualitative content analysis of 104 altruistic stories, we first identified that (a) older individuals , (b) people with sensitive health conditions, and disabilities, (c) frontline workers, and (d) working class and marginalized communities received the primary support. Second, we identified three types of support: (a) material, (b) social/emotional, and (c) psychological. Third, we found that support was coming from (a) different organizations, (b) advantaged groups, and (c) volunteers. Last, (a) sharing a community/humanity identity, (b) allyship, and (c) showing gratitude were the reasons behind altruistic and prosocial behavior. Our findings contribute to the literature by providing some possible reasons and ways that allies have supported disadvantaged communities via sharing the available resources and how showing gratitude can be a reason for altruism and prosocial behavior in a pandemic. [ABSTRACT FROM AUTHOR]

We examined the links among religiousness, prosocial and violent media exposure preferences, empathic tendencies, and prosocial behaviors in early adulthood. Participants were U.S. college students (N = 324; M age = 19.5 years; 79.6% Women). While young adults' religiousness was not associated with prosocial media exposure preferences, it was negatively related to violent movie and Internet exposure preferences. In turn, violent movie exposure preference was negatively related to prosocial behaviors through perspective taking and empathic concern. Prosocial movie exposure preference was positively linked to prosocial behaviors. Moreover, religiousness was related to young adults' prosocial behavior via empathic concern. Discussion focuses on religiousness, media exposure preferences, and empathic tendencies in understanding young adults' prosocial behaviors. [ABSTRACT FROM AUTHOR]

In 4 studies (Ns, 392, 199, 138, and 308), we address whether priming people with the idea that human nature is good (vs. evil or neither good nor evil) can lead them to see outgroups more positively. The first 3 experiments showed that priming a positive spin on human nature influenced people to see others more positively and to endorse more prosocial values. Across all 4 studies, results demonstrated that the more participants believed that human nature is good, the more they viewed a specific outgroup's nature as good, and the more they saw all people as sharing a common human identity. These studies support the idea that a positive view of human nature can aid in rehumanizing outgroup members as well as supporting general altruism (i.e. prosocial values) and cultural diversity. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the opportunities kindergarten children in the United States had across different learning contexts (whole group, small group, center time, lunch, recess) to engage in social behavior as defined by the Developing Skills Checklist. Across a 3-year period, the social behaviors of 36 children across 13 public and private kindergarten classrooms were recorded to determine the frequency of social behaviors during the course of their regularly scheduled classroom activities. Social behavior was subdivided into the categories of classroom skills, self-esteem, persistence, self-expression, and pro-social behavior. Differences were found between the five learning contexts when looking at children's social behavior. Overall, persistence was consistently demonstrated more often across all learning contexts. Self-esteem was observed more frequently during small group and center time than the whole group. Self-expression and prosocial behavior were observed at extremely low rates across all learning contexts. [ABSTRACT FROM AUTHOR]

This investigation used sequential analysis to examine patterns of maternal solicitation and adolescent disclosure that occur in adolescents' and mothers' conversations about peer relationships. An ethnically diverse sample of 68 early adolescents (Mage = 12.39; 51% girls) and their mothers from the United States participated in the investigation. Participants completed questionnaires and participated in video-recorded discussions of hypothetical situations related to peer relationships. Sequences of maternal solicitation followed by adolescent disclosure and sequences of adolescent disclosure followed by maternal solicitation occurred at higher than chance levels. Higher levels of conflict about peer relationships in conjunction with a lower likelihood of adolescent disclosure following maternal solicitation were related to lower levels of adolescent-reported prosocial behavior, higher levels of adolescent-reported victimization, and higher levels of mother-reported aggression and victimization. Results suggest that similar interaction dynamics can have different effects depending on the relational context in which they take place. (PsycInfo Database Record (c) 2021 APA, all rights reserved). [ABSTRACT FROM AUTHOR]

Black and Latinx youth are situated in a maladaptive discriminatory context in the United States; however, prosociality may be one way that youth can promote their own positive development in the face of these experiences. We examined the longitudinal associations between discrimination and prosociality among 380 Black and Latinx early adolescents (MW6age = 12.38 years, 52% female) and considered race/ethnicity and self-esteem control beliefs as potential moderators to this association. Discrimination predicted higher levels of prosociality among Black youth 6 months later, but not among Latinx youth. Discrimination also predicted higher prosociality among youth with very high self-esteem control beliefs 6 months later, but not among youth with lower levels of self-esteem control beliefs. None of these associations were significant when looking across a 1-year time frame. Our findings support the predictions of self-esteem enhancement theory and highlight the importance of considering how youth's unique racialized experiences can inform how they respond to discrimination. [ABSTRACT FROM AUTHOR]

Parental involvement has been associated with increased adolescent prosocial behaviors, but we know little about the peer and school-level explanatory mechanisms behind these associations. The current study aimed to examine the intervening roles of deviant peer affiliation and school connectedness in links between parental involvement and prosocial behaviors among U.S. Latino/a adolescents. Participants included 306 U.S. Latino/a adolescents (M age = 15.50 years, SD =.42 years, 46% girls, 81.0% U.S. Mexican) from communities in the Northern Great Plains, who reported on parental involvement, deviant peer affiliation, school connectedness, and prosocial behaviors. Path analyses showed that parental involvement was directly and indirectly related to prosocial behaviors via both deviant peer affiliation and school connectedness. Parental involvement was related to lesser deviant peer affiliation, which was in turn related to greater school connectedness, which was further related to higher prosocial behaviors. The discussion focuses on the importance of studying the interplay of parent, peer, and school factors in understanding prosocial behaviors among U.S. Latino/a youth. [ABSTRACT FROM AUTHOR]

The current study used a multidimensional approach to prosocial behavior by (a) exploring various types of adolescent prosocial behavior toward friends (physical helping, sharing, defending, emotional support, including), and (b) examining longitudinal associations among prosocial behavior toward friends, friendship quality, and mental health and well-being outcomes during adolescence (anxiety, life satisfaction, depression). The data were taken from Waves 8, 9, and 10 of the [project name masked for review]. Participants at Wave 8 consisted of 470 adolescents (M age = 18.4 years, SD = 1.04, 49% male, 33% single-parent families) from the United States. Results revealed that overall prosocial behavior for boys and emotional support for girls were positively associated with friendship quality over time. Overall prosocial behavior was also associated with increased life satisfaction 2 years later. Discussion focuses on the multidimensionality of prosocial behavior and implications regarding friendships and mental health and well-being during adolescence. [ABSTRACT FROM AUTHOR]

Little attention has focused on how adolescents' perceptions of the pressure to be popular or socially preferred from parents, friends, and the media influence their engagement in face-to-face and cyber aggressive and prosocial behaviors. The present study examined these relationships among 857 seventh graders (M age = 12.19; 50.8% girls) from seven middle schools in the Midwestern United States. Adolescents completed questionnaires on their perceptions of the pressure to be perceived as popular and socially preferred from parents, friends, and the media; their face-to-face and cyber social behaviors; and peer nominations of social preference and popularity. The findings revealed that adolescents' perceptions of their parents' and friends' pressure for popularity and social preference related to adolescents' social behaviors in both the face-to-face and cyber contexts, controlling for social preference and popularity. Gender did not moderate these associations. [ABSTRACT FROM AUTHOR]

Familial and nonfamilial relations play prominent roles in fostering youths' prosocial tendencies. The present study examined the direct and indirect relations among family conflict, parental and peer acceptance, deviant peer affiliation, and prosocial tendencies. Participants included 306 (53.8% female, Mage = 15.50, SD =.42; range = 14–18) U.S. Latino/a adolescents and their parents (87.9% mothers). The majority of adolescents were born in the United States (N = 206, 68.0%; average time in United States = 10 years) and identified as a Mexican heritage group member (N = 248, 81.0%). Findings differed by nativity as parental acceptance predicted prosocial tendencies for U.S. Latinos/as born outside the United States and peers were significant predictors of prosocial tendencies for U.S.‐born Latino/as. [ABSTRACT FROM AUTHOR]

We investigated the effect of culture, moral discourse, and motivation to engage in prosocial behavior on benefactors' positive affect. Participants from three cultures (Japan, Romania, and the United States) responded to scenarios in which they could perform small acts of kindness for different targets. A stronger relationship between agentic and obligated motivation to perform acts of kindness, as well as between obligated motivation and positive affect, was observed for participants from Japan, and for individuals with higher endorsement of the Community Ethic. Agentic motivation to engage in prosocial behavior was related to benefactors' positive affect, regardless of relationship type. [ABSTRACT FROM AUTHOR]

Objectives: Given the increasing saliency of Latino/a young adults in the United States, there is a need to consider developmental theories that may better capture the cultural mechanisms by which individuals from this specific ethnic group are socialized to engage in prosocial behaviors. The inclusion of cultural processes (including identity and values) might be particularly important in models that investigate family socialization processes and prosocial behaviors, because scholars have suggested that cultural values may be transmitted via parental practices and beliefs, including ethnic socialization practices.Method: Participants included 381 U.S. Latino/a young adults (54.2% female; Mage = 21.99). Young adults completed measures of family ethnic socialization, ethnic identity, and endorsement of familism and respect values. They also completed a multidimensional measure of prosocial behavior, assessing different types and targets of helping.Results: Structural equation modeling was conducted, and there was support for the importance of ethnic identity and cultural values as mechanisms through which ethnic socialization is associated with prosocial behaviors. Gender moderated these relations, such that family respect played a relatively more prominent mediating role for men, whereas familism played a mediating role for both men and women.Conclusions: The findings emphasize the central role of familial ethnic socialization and cultural processes in fostering prosocial behaviors among U.S. Latino/as but reveal specific patterns of relations based on gender and on target of helping. These findings highlight the need for more research on gender-based and relation-based patterns of prosocial behaviors in U.S. Latinos/a young adults. (PsycINFO Database Record (c) 2020 APA, all rights reserved). [ABSTRACT FROM AUTHOR]

This study uses observational, social network, and self-report survey data from a large study of male gangs in Chicago, 1959–62, to examine intragroup relationships and behaviors among their female auxiliaries, particularly the Vice Ladies and Cobraettes. Unlike descriptions of the female gang as forming a cohesive "sisterhood," our findings revealed frequent intragroup conflict and loosely connected friendship networks. Consistent with the bulk of contemporary literature, the Chicago gang girls appeared to maintain ties with one another less for affective reasons than for the benefits they provided in the streets (e.g. peer backup). Regarding their behaviors, the Chicago gang girls engaged in both socio-sexual and stereotypically male activities, including strong-arm robbery and purse-snatching. Although sex sometimes was used to gain favor with boys, we found no evidence of it being valued and rewarded with prestige among homegirls. Instead, the most sexually active girls tended to be the least popular in the gang. The implications of these findings are discussed in the context of "bad girl femininity" performed by gang girls and gang involvement as a resource for "bargaining with patriarchy." [ABSTRACT FROM AUTHOR]

Popularity and likability—two measures of adolescent peer status—have been examined frequently within Western cultures but relatively rarely within Eastern cultures. This study offered a cross-cultural comparison of adolescent peer status to examine whether these constructs and their correlates vary between the United States and China. The study consisted of a sample of adolescents from China and the United States (N = 864, M age = 15.95; 50.5% female). Adolescents completed sociometric peer nominations assessing popularity, likability, and five behavioral correlates: aggression, victimization, prosocial behavior, sad affect, and anxious behavior. Results suggest that popularity may be more differentiated from likability in the United States than in China. More specifically, the association between popularity and likability was stronger in China, and the behavioral correlate profiles of these peer constructs was more similar within China than within the United States. Another notable finding was that popularity was significantly positively associated with aggression in the United States but was significantly negatively associated with aggression in China. Results are discussed through the lens of cultural differences in the meaning of peer status. [ABSTRACT FROM AUTHOR]

Which emotions are most appealing to donors in nonprofit outreach materials? Previous studies have shown that in print and television materials, images depicting negative emotions lead to increases in donor response. In this study, we examined whether images of negative affect in children in social media appeals lead to increased information sharing compared to positive or neutral images of children. We analyzed Facebook posts from 2016 from 2 large children's nongovernmental organizations, UNICEF USA and Save the Children US, and examined the relationship between the type of emotion in the image and the number of likes, comments, and shares that the post received. We found differences in the responses according to the organization sending the message and the affect of the children depicted. For Save the Children US, negative images, specifically sad and fearful images, generated significantly more likes, shares, and comments. For UNICEF USA, there was no difference in information sharing for positive, neutral, or negative images. Findings from this study demonstrate that negative emotional imagery of children can affect social media engagement with nongovernmental organizations, but this effect appears to be inconsistent. [ABSTRACT FROM AUTHOR]

A landmark study published in PNAS [Côté S, House J, Willer R (2015) Proc Natl Acad Sci USA 112:15838-15843] showed that higher income individuals are less generous than poorer individuals only if they reside in a US state with comparatively large economic inequality. This finding might serve to reconcile inconsistent findings on the effect of social class on generosity by highlighting the moderating role of economic inequality. On the basis of the importance of replicating a major finding before readily accepting it as evidence, we analyzed the effect of the interaction between income and inequality on generosity in three large representative datasets. We analyzed the donating behavior of 27,714 US households (study 1), the generosity of 1,334 German individuals in an economic game (study 2), and volunteering to participate in charitable activities in 30,985 participants from 30 countries (study 3).We found no evidence for the postulated moderation effect in any study. This result is especially remarkable because (i) our samples were very large, leading to high power to detect effects that exist, and (ii) the cross-country analysis employed in study 3 led to much greater variability in economic inequality. These findings indicate that the moderation effect might be rather specific and cannot be easily generalized. Consequently, economic inequality might not be a plausible explanation for the heterogeneous results on the effect of social class on prosociality. [ABSTRACT FROM AUTHOR]

Although attachment theory has long posited a link between early experiences of care and children's prosocial behavior, investigations of this association have not embraced the multifaceted nature of prosociality. This study is the first to assess associations between child attachment and independent observations of helping, sharing, and comforting. Attachment quality in 3- to 5-year-old children (N = 137) was linked to all three prosocial behaviors. Additionally, bifactor analyses revealed distinct associations between attachment and children's general prosocial dispositions and their specific abilities to meet the unique challenges of helping and, marginally, comforting. These findings underscore the importance of considering multiple explanations for links between attachment and prosocial behavior and provide novel insights into sources of variation in children's prosociality. [ABSTRACT FROM AUTHOR]

Evaluations of others' generosity are critical for selecting quality social partners, yet the factors which systematically affect these evaluations and whether they vary across development are still relatively unclear. Here, we establish that two key dimensions adults and children (aged 4 to 7 years) consider are the cost associated with a giving action and the need of the recipient, through six pre-registered experiments with Canadian and U.S. American participants. Experiments 1 and 2 demonstrate that adults' and children's third-party evaluations of generosity are sensitive to variations in each factor, across several operationalizations of cost and need in both comparative and standalone contexts, suggesting cost and need can be spontaneously evoked. However, children's responses were more consistent for need scenarios than cost scenarios. In Experiments 3 and 4, we modified our scenarios to evaluate whether variations in cost and need are considered simultaneously in both generosity evaluations and affiliative preferences. Adults' and older children's (ages 6 to 7) evaluations of generosity and affiliative preferences were sensitive to both factors, but younger children did not utilize this information systematically. Importantly, in Experiments 5 and 6, adults' and older children's generosity evaluations were only sensitive to information about cost and need when the giver's actions conferred utility to a recipient, but not when actions were self-serving. Taken together, we establish robust evidence that cost and need are considered in generosity evaluations by demonstrating that Canadian and U.S. American adults and children utilize this information consistently, spontaneously, and simultaneously., Competing Interests: Declaration of Competing Interest The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Elsevier B.V. All rights reserved.)

With the increasing use of Positive Behavioral Interventions and Supports (PBIS) nationally, several states have developed systems to recognize exemplar schools that are implementing PBIS with fidelity. These systems serve the dual purpose of identifying model PBIS schools for other schools to emulate while also reinforcing schools' effective PBIS practice and outcomes. The authors (a) review the defining features of current statewide PBIS recognition systems; (b) provide a descriptive narrative on the development, implementation, initial outcomes, and refinement of Ohio's PBIS Recognition System and PBIS Showcase event; and (c) offer recommendations for practice based on this work to assist those interested in establishing a PBIS recognition system at the state or local level. [ABSTRACT FROM AUTHOR]

Based on the theoretical foundations of the caregiving system model, which holds that prosocial behavior can be conceptualized in relation to a neurobiological stress-buffering mechanism, we addressed the question of whether daily volunteering yields buffering effects in terms of suppressing a neuroendocrine response (i.e., salivary cortisol) to daily stressors. We used daily diary data from the second wave of the National Study of Daily Experiences (NSDE II), which is part of the Midlife in the United States study (MIDUS II), a nationally representative survey of middle-aged and older adults. Analyzing a sample of volunteers ( N  = 340), we tested the buffering role of daily volunteer work for the same day stressors-salivary cortisol response relationship (person-day observations, N  = 1,042). Findings from multilevel models indicated that the relationship between daily stressors and cortisol output was attenuated on days when volunteering was performed compared to days volunteering was not performed. Our findings are suggestive of a unique, but unobserved, neurobiological mechanism underlying the link between volunteering and better health. Volunteer programs designed to help others in need may be considered as an intervention strategy for individuals living under stressful conditions. [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]

Contingent reciprocity is an important foundation of human cooperation, but we know little about how reciprocal behavior develops across diverse societies, nor about how the development of reciprocal behavior is related to the development of prosocial behavior more broadly. Three- to 16-year-old children were presented with the opportunity to control the allocation of real food rewards in a binary-choice cooperative dilemma. Within dyads children alternated making choices across multiple trials, and reciprocal behavior emerged in three diverse populations (rural Fijian villages, and urban communities in both Fiji and the United States) by age 7-8. There was more societal variation in prosocial behavior than in reciprocal behavior, and there were more substantial differences between Fijians and Americans than between rural and urban populations. This suggests that the development of prosocial behavior is not driven entirely by the development of reciprocity, and differences in prosocial behavior across rural Fijians and urban Americans may not be due only to differences across rural and urban populations. [ABSTRACT FROM AUTHOR]

Scholarship regarding adolescent resilience has typically defined resilience as the absence of negative outcomes rather than the existence of positive outcomes. This study drew on the challenge model of resilience, which anticipates a curvilinear relationship between stress exposure and adaptive functioning, to test whether adolescents reporting moderate levels of stress exposure were more likely to evidence prosocial behavior than youth exposed to more or less stress. Using data from approximately 13,000 adolescents, we tested three analytic models and investigated hypothesized moderation by coping, social resources, and markers of adolescent status. Our results did not align with the challenge model. Instead, we found that stress exposure was differentially associated with measures of prosocial behavior, that social resources supported volunteering but impeded helping a peer in some instances, and that markers of historically marginalized status were more predictive of stopping peer harassment than volunteering. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

Although peers are a major influence during adolescence, the relative importance of specific mechanisms of peer influence on the development of problem behavior is not well understood. This study investigated five domains of peer influence and their relationships to adolescents' problem and prosocial behaviors. Self-report and teacher ratings were obtained for 1787 (53 % female) urban middle school students. Peer pressure for fighting and friends' delinquent behavior were uniquely associated with aggression, drug use and delinquent behavior. Friends' prosocial behavior was uniquely associated with prosocial behavior. Friends' support for fighting and friends' support for nonviolence were not as clearly related to behavior. Findings were generally consistent across gender. This study highlights the importance of studying multiple aspects of peer influences on adolescents' behavior. [ABSTRACT FROM AUTHOR]

The present study examined age-trends and longitudinal bidirectional relations in self-esteem and prosocial behavior toward strangers, friends, and family over a four-year time period (age 11 to 14). A total of 681 adolescents were recruited in the United States (51% girls, 28% single parent families). A longitudinal panel model was conducted and the results showed that adolescent self-esteem was associated longitudinally with subsequent prosocial behavior toward strangers, and earlier prosocial behavior toward strangers promoted subsequent self-esteem. There were no such bidirectional relations between self-esteem and prosocial behavior toward friends and family. Findings also highlight the complexity of adolescent development of selfesteem and the multidimensional nature of prosocial behavior. Discussion focuses on understanding the dynamic interplay between adolescent selfesteem and prosocial behavior. [ABSTRACT FROM AUTHOR]

Based on the previous work investigating public reactions to celebrity cancer deaths as well as on the appraisal theory of emotions, an online survey (N = 641) was conducted after the cancer death of popular sportscaster Stuart Scott. The aim was to better understand how the public shared news and reactions with others and if this social sharing impacted prosocial cancer-related behaviors (e.g., donating, volunteering, talking to others about cancer research). Two hierarchical logistic regression models were run. In the first, identification with Scott and emotional reactions to hearing about his death were significant predictors of sharing, even after controlling for demographics. In the second, feeling hopeful and having shared information with others predicted prosocial cancer-related behaviors. These results suggest promising strategies for designing more effective cancer awareness messages and fundraising campaigns after celebrity cancer announcements. [ABSTRACT FROM PUBLISHER]

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school. [ABSTRACT FROM AUTHOR]

Life purpose combines personal meaning, future intention, active engagement and expected beyond-the-self impact into a self-regulating beacon for decisions and actions. Interest has grown in how teachers could foster youth purpose. Although studies show relationships between pedagogy and purpose, how teachers themselves understand the concept and view their role in its development need more research. This descriptive, qualitative, secondary analysis of observations and comments of teachers in the United States of America during their normal school days can help teacher educators to instil a purpose orientation in pedagogical training. Teachers are interested in purpose for pupils and for themselves. But they are ambivalent about their efficacy to support purpose development. Currently, purpose is often equated with career rather than with a broader life aim. Personal meaning and engagement are easier purpose dimensions for teachers to design activities for pupils to practice, whereas intention and beyond-the-self impact are less often taught or only addressed abstractly. Specific purpose-related activities are shared to provide ideas for other teachers’ own purpose pedagogies. [ABSTRACT FROM PUBLISHER]

Social media has the potential to encourage prosocial behaviors at scale, yet very little causal evidence exists on the impact of related efforts. Blood donation is a particularly difficult, but essential prosocial behavior that is often critically undersupplied. We examine the effect of Facebook's blood donation tool on voluntary blood donation. We partnered with four major blood banks in the United States covering 363 collection facilities in 46 states and Washington, D.C. We tracked the tool's impact on blood donations during its staggered rollout on a sample of more than 47,000 facility-date observations from March 2019 to September 2019. The tool caused an increase of 0.55 total donations per facility per day (+4.0% [95% CI: 0.04%–8.0%]), and an increase of 0.15 donations from first-time donors per facility per day (+18.9% [95% CI: 4.7%–33.1%]). Longitudinal evidence from Brazil and India suggests the share of donors who both received a message from the tool and stated they were influenced by Facebook to donate increased from 0% to 14.1% [95% CI: 12.1%–16.2%] in the first year of the tool's deployment (i.e., September 2018 to August 2019). These meaningful increases, especially from first-time donors, demonstrate that social media platforms can play an important role in fostering offline prosocial behaviors that benefit the health and well-being of societies around the world. • Facebook's blood donation tool invites users to connect with local blood banks. • We tracked blood donations in the United States during the tool's staggered rollout. • The tool caused a 4% increase in donations and a 19% increase in first-time donors. • In Brazil and India, we tracked donors who stated the tool influenced them to donate. • This measure increased from 0% to 14% in the first year of the tool's deployment. [ABSTRACT FROM AUTHOR]

Objectives This investigation was conducted to determine whether contesting orientations add predictive utility for prosocial behavior, both in and out of sports, beyond other variables related to the component processes of moral action. Design Cross-sectional. Methods Intercollegiate US athletes (n = 2380; 56.4% male), from both individual and team sports, completed measures of contesting orientation, three moral variables (moral attentiveness, moral identity, integrity), three sport-specific variables (athletic identity, goal orientation, and fear of failure), and three outcome variables (sportspersonship, academic honesty, and prosocial helping). Data was analyzed using both correlational and regression analyses. Results Regression analyses demonstrated that contesting orientations were the best predictors of sportspersonship, but were insignificant predictors of nonsport forms of prosocial behavior. Conclusions Consistent with contesting theory, contesting orientation are salient and potent predictors of sportspersonship, but do not predict behavior outside of contest situations. [ABSTRACT FROM AUTHOR]

Callous and Unemotional (C&U) traits characterize a group of adolescents who engage and persist in especially severe antisocial behaviors. These traits have been included in DSM-5 within a "Limited Prosocial Emotions" (LPE) specifier for Conduct Disorder. To investigate the generalizability of this specifier to non-Western cultures, we examined associations among Big Five personality, refugee camp experience, and C&U traits among 81 immigrant adolescents from non-Western cultures. Adolescents with refugee camp history endorsed higher levels of Uncaring than other adolescents. Personality traits explained 6 (Unemotional) to 18 % (Callousness) of the variance in C&U traits. The association between Neuroticism and Callousness held only for adolescents with a refugee camp history. Our results corroborate the importance of considering personality to understand C&U traits and the LPE specifier. Results also raise questions regarding the applicability of C&U traits to non-Western adolescents with varying pre-immigration experiences, and raise the possibility that the LPE specifier is vulnerable to false-positive identifications among such individuals. [ABSTRACT FROM AUTHOR]

Numerous studies have shown that childhood interventions can foster improved outcomes in adulthood. Less well understood is precisely how-that is, through which developmental pathways-these interventions work. This study assesses mechanisms by which the Fast Track project (n = 891), a randomized intervention in the early 1990s for high-risk children in four communities (Durham, NC; Nashville, TN; rural PA; and Seattle, WA), reduced delinquency, arrests, and general and mental health service utilization in adolescence through young adulthood (ages 12-20). A decomposition of treatment effects indicates that about a third of Fast Track's impact on later crime outcomes can be accounted for by improvements in social and self-regulation skills during childhood (ages 6-11), such as prosocial behavior, emotion regulation, and problem solving. These skills proved less valuable for the prevention of general and mental health problems. [ABSTRACT FROM AUTHOR]

Video games can be played in many different contexts. This study examined associations between coplaying video games between siblings and levels of affection and conflict in the relationship. Participants were 508 adolescents (M age = 16.31 years of age, SD = 1.08) who completed questionnaires on video game use and sibling relationships. Participants were recruited from a large Northwestern city and a moderate city in the Mountain West of the United States. Video games played between siblings were coded by an independent sample to assess levels of physical aggression and prosocial behavior in each game. Playing video games with a sibling was associated with higher levels of sibling affection for both boys and girls, but higher levels of conflict for boys only. Playing a violent video game with a brother was associated with lower levels of conflict in the sibling relationship, whereas playing a prosocial video game was not related to any sibling outcome. The value of video games in sibling relationships will be discussed, with a focus on the type of game and the sex of the adolescent. [ABSTRACT FROM AUTHOR]

The current study examined longitudinal relations between parental media monitoring and adolescent behavior, and explored indirect effects via sympathy and self-regulation. A sample of adolescents and their mothers from Northwestern and Mountain West cities in the USA participated in a study at three time points, approximately one year apart (N = 681; M age of child at Time 3 = 13.33, SD = 1.06; 51% female; 73% European American, 9% African American, 17% Multi-ethnic). Though findings varied by reporter, results suggested that restrictive and active media monitoring were indirectly associated with adolescents' prosocial behavior, aggression, and externalizing behavior, with restrictive monitoring being somewhat maladaptive and active monitoring adaptive. The discussion focuses on the need to examine multiple aspects of media monitoring, and highlights implications of findings for parents. [ABSTRACT FROM AUTHOR]

Despite acknowledging that adolescents are active users of electronic technology, little is known about their perceptions concerning how such technologies might be used to promote their social standing among their peer group and whether these perceptions relate to their cyber social behaviors (i.e., cyber aggression perpetration, cyber prosocial behavior). To address this gap in the literature, the present study included 857 seventh graders (M age: 12.19; 50.8% female) from a large Midwestern city in the United States. They completed questionnaires on face-to-face social behaviors, cyber social behaviors, perceived popularity, social preference, and their perceptions of characteristics and activities related to the cyber context which might be used to promote popularity. Findings revealed four activities and characteristics used to improve adolescents’ social standing in the peer group, including antisocial behaviors, sociability, prosocial behaviors, and technology access. Using antisocial behaviors in the cyber context to promote popularity was related to cyber aggression perpetration, while controlling for gender, social preference, and perceived popularity. On the other hand, sociability and prosocial behaviors in the cyber context used to improve popularity as well as technology access were associated with cyber prosocial behavior. A call for additional research is made. [ABSTRACT FROM AUTHOR]

Individuals who observe a bullying event, but are not directly involved as a bully or victim, are referred to as bystanders. Prosocial bystanders are those individuals who actively intervene in bullying dynamics to support the victim and this prosocial behavior often ends the bullying. The current study examines how social capital in the form of social support, community engagement, mental health functioning, and positive school experiences and characteristics is associated with the likelihood of engaging in prosocial bystander behavior in a large sample ( N = 5752; 51.03 % female) of racially/ethnically diverse rural youth. It was hypothesized that social capital would be associated with an increased likelihood of engaging in prosocial bystander behavior. Following multiple imputation, an ordered logistic regression with robust standard errors was run. The hypothesis was partially supported and results indicated that social capital in the form of friend and teacher support, ethnic identity, religious orientation, and future optimism were significantly associated with an increased likelihood of engaging in prosocial bystander behavior. Contrary to the hypothesis, a decreased rate of self-esteem was significantly associated with an increased likelihood of engaging in prosocial bystander behavior. The findings highlight the importance of positive social relationships and community engagement in increasing prosocial bystander behavior and ultimately decreasing school bullying. Implications were discussed. [ABSTRACT FROM AUTHOR]

Recent research has identified youth who utilize both aggressive and prosocial behavior with peers. Although the social values and motivations associated with aggression and prosocial behavior have been well studied, the values of youth who utilize both aggression and prosocial behavior are unknown. The current study identified groups of adolescents based on peer nominations of aggression and prosocial behavior from both Israel ( n = 569; 56.94 % Arab, 43.06 % Jewish; 53.78 % female) and the United States ( n = 342; 67.54 % African-American; 32.46 % European-American; 50.88 % female). Self-enhancement, self-transcendence, openness-to-change, and conservation values predicted behavioral group membership. Power values predicted membership in the aggressive group relative to the aggressive-prosocial, prosocial, and low-both groups. For Israeli boys, openness-to-change values predicted membership in the aggressive-prosocial group relative to the prosocial group. The values of aggressive-prosocial youth were more similar to the values of prosocial peers than to aggressive peers, suggesting that motivational interventions for aggressive-prosocial youth should differ in important ways than those for aggressive youth. [ABSTRACT FROM AUTHOR]