Adolescent Prosocial Behavior: The Role of Self‐Processes and Contextual Cues

Abstract

Peer- and teacher-reported prosocial behavior of 339 6th-grade (11-12 years) and 8th-grade (13-14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit significantly predicted prosocial behavior, and goal pursuit provided a pathway by which reasons for behavior were related to behavior. Reasons reflected external, other-focused, self-focused, and internal justifications for behavior; each reason was related to a unique set of self-processes and contextual cues. Associations between prosocial outcomes and sex and race (Caucasian and African American) were mediated in part by self-processes and contextual cues. The implications of studying prosocial behavior from a motivational perspective are discussed.

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

“…The majority of hawkers and street vendors are women. A fairly consistent finding in the literature is that girls tend to behave in a pro-social manner more often than boys (Wentzel, Filisetti & Looney, 2007). Societal expectations for girls are caring and nurturing (Reid, Cooper & Bank, 2008).…”

Achievement goal profiles among adolescent males and females.

“…In contrast, more interference may be created by combining multiple goals among females, perhaps due to their higher affiliation tendencies (King et al, 2012;Patrick et al, 1997;Ryan et al. 1997;Wentzel, 1993;Wentzel et al, 2007), which may interfere with the pursuit of incompatible goals (e.g., competition, rewards). This hypothesis is also coherent with the general interdependence (females) and independence (males) tendencies that seem to be intertwined with gender-differentiated socialization (Cross & Madson, 1997).…”

Adolescent goal content and pursuit: A review of the literature from the past 16 years

“…For boys no such relationship was found. Similarly, peer support (Wentzel, 1994), peer expectations (Wentzel, Filisetti & Looney, 2007) and peer prosocial behavior (Barry & Wentzel, 2006) have been related to prosocial goal endorsement at school.…”