Introduction: Literature on adolescent prosocial behavior (PB) has grown tremendously since the development of The Prosocial Tendency Measure-Revised (PTM-R), which includes subscales assessing diferent types of PB. However, indings of gender diferences are inconsistent across studies. Thus, we computed meta-analyses to examine gender diferences in adolescents' PB. Further, we examined the moderating roles of type of PB, and various sample (i.e., mean age, gender composition, ethnic composition) and study (i.e., reporter type, measurement form, reliability) characteristics in gender diferences in PB. Methods: Using online databases (e.g., ProQuest), journal article references, and conference programs, we identiied a total of 46 records from 32 studies (215 efect sizes, N = 12,024) across the globe that had measured adolescents' (age 10-18; 51% male) PB using the PTM-R or the PTM. Results: Gender diferences in the PB were small to medium in magnitude (ds ranged from 0 to 0.35) for absolute gender diferences (i.e., overall magnitude of gender diferences regardless of which gender was higher). There were larger gender diferences for gender-typed prosocial behaviors (e.g., altruistic, d = 0.35) than gender-neutral behaviors (e.g., anonymous, d = 0.03). The type of PB (i.e., altruistic, compliant, public, emotional, dire, anonymous) and region (i.e., European, U.S., traditional cultures, Asian) and were signiicant moderators. Conclusions: Although males and females generally are more similar than diferent in their prosociality, it is important to consider the type of PB when examining gender diferences.Most research on adolescent development has focused on risk-taking and problem behaviors (Ettekal & Ladd, 2017) whereas positive behaviors, such as prosocial behavior, have received relatively less research attention. Prosocial behavior (PB) refers to voluntary, intentional actions that beneit others (e.g., sharing to comply with adults' request; Eisenberg, Spinrad, & Knafo-Noam, 2015). Due to increasing social mobility and cognitive capacities, adolescents, in comparison to younger children, are likely presented with more opportunities to engage in PB (Fabes, Carlo, Kupanof, & Laible, 1999). It is important to examine PB during adolescence because it may be a protective factor against problem behaviors (Carlo et al., 2014) and has been positively related to social competence (Eisenberg et al., 2015) and academic outcomes (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000).Gender is one of the most basic social categories, and researchers have long been interested in examining gender diferences in

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This two-wave longitudinal study (performed pre-COVID), using both quantitative and qualitative data, investigated college students’ influenza vaccine hesitancy and confidence using the theory of planned behavior (TPB). At Time 1, college students ( n = 277) completed TPB measures and reported past influenza vaccine behavior. At Time 2 (30 days later), participants indicated whether they received the influenza vaccine since Time 1. At Time 2, participants who indicated that they had not received the influenza vaccine since Time 1 also described their most important reasons for not doing so. The TPB model fit the quantitative data well; direct paths from attitude and norms to intention, and from intention to future behavior, were strong and significant. The TPB model explained 71% of the variance in intention and 28% of the variance in future behavior. Neither perceived behavioral control nor past behavior improved the model’s ability to predict intentions or future behavior. From the qualitative data, participants’ reasons for not getting vaccinated focused on perceived behavioral control (e.g., time cost) and attitudes (e.g., unimportance and low susceptibility). Theoretical implications for message development are discussed.

Background: Not all emotional support messages consist purely of positive statements. Some emotional support messages received by cancer patients simultaneously communicate statements of caring but also negative statements, such as criticisms of patients’ actions. Objective: This study tests if a negative statement occurring within an emotional support message affects cancer patients’ perceptions of the effectiveness of the entire emotional support message as well as the perceived competence of the supporter communicating the emotional support message. Methods: Cancer patients watched video recordings of emotional support messages and subsequently provided ratings on message effectiveness and supporter competence. Some emotional support messages included negative statements, whereas other messages did not. Results: Messages that included a negative statement were rated lower on message effectiveness than messages without negative statements. Cancer patients rated supporters communicating messages with a negative statement as having significantly less competence than those who did not communicate a negative statement. Conclusion: A single negative statement occurring within an emotional support message may result in cancer patients viewing the emotional support as less effective and the supporter as less competent.

We examined how taboo conversation topics, such as being arrested, religion, and one's body weight, affect impression formation and task performance. In an experiment with 109 women, each participant and a female research confederate, whom the participant believed to be another participant, had a conversation and were asked to complete a task. We manipulated the conversation topics and actual task performance of the confederate, and measured participants' communication satisfaction; perception of the confederate's social, physical, and task attractiveness; and task performance. The results show that when the confederate performed well and appropriate (vs. taboo) conversation topics were discussed, the participants formed a more positive impression of the confederate and evaluated her task performance more positively. Therefore, if social norms for appropriate conversation topics are not followed, individuals may be less satisfied with their interpersonal communication interaction with the person who has not observed the norms, and may evaluate the task performance of that other person more negatively.