Prosocial pathways to positive adaptation: The mediating role of teacher-child closeness

Coulombe, Brianne R.; Yates, Tuppett M.

doi:10.1016/j.appdev.2018.08.003

Cited by 21 publications

(18 citation statements)

References 74 publications

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“…Outside the context of play, prosocial and aggressive behaviors have been linked to a range of adaptive outcomes within and across childhood. For example, prosocial behavior is correlated with a range of developmental outcomes, including fewer problem behaviors (Padilla‐Walker, Memmott‐Elison, & Coyne, 2018), lower peer victimization (Sugimura, Berry, Troop‐Gordon, & Rudolph, 2017), and higher academic achievement (Coulombe & Yates, 2018; Hall & DiPerna, 2017). Likewise, a plethora of evidence documents enduring associations between children’s aggressive behaviors and higher rates of peer delinquency and victimization (Fite & Vitulano, 2011; Frey & Strong, 2018), earlier initiation of substance use (Fite, Colder, Lochman, & Wells, 2008), poorer psychosocial adjustment (Kamper & Ostrov, 2013) and lower academic achievement (Savage, Ferguson, & Flores, 2017).…”

Section: Discussionmentioning

confidence: 99%

Prospective relations of preschoolers’ prosocial and aggressive affect themes in pretend play with prosocial and aggressive behaviors across contexts

Marcelo

Yates

2020

Social Development

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Section: Discussionmentioning

confidence: 99%

Prospective relations of preschoolers’ prosocial and aggressive affect themes in pretend play with prosocial and aggressive behaviors across contexts

Marcelo

Yates

2020

Social Development

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“…Consistent with child effect models of development (Bell & Harper, 1977), children's prosocial behavior may elicit positive reinforcement from social partners (e.g., praise from teachers, strong friendships with peers) that enhance the child's self‐esteem. Indeed, empirical evidence suggests that prosocial behavior encourages strong relationships with teachers (Coulombe & Yates, 2018), peers (Son & Padilla‐Walker, 2019), and caregivers (Newton et al., 2014). In turn, strong social relationships, including those beyond the family, are known to promote self‐esteem (Furnham & Cheng, 2000; Raboteg‐Saric & Sakic, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Paralleling well‐documented effects of self‐esteem on children's social behaviors (e.g., Donnellan et al., 2005; Fu et al., 2017; Hesari & Hejazi, 2011; Trzesniewski et al., 2006), mounting theory and research point to reciprocal effects of children's social behaviors on self‐esteem. For example, prior studies suggest that children who behave prosocially elicit positive responses from others, including teachers (Coulombe & Yates, 2018), peers (Layous et al., 2012), and caregivers (Newton et al., 2014). In turn, positive feedback from social partners enhances children's self‐esteem (Furnham & Cheng, 2000; Raboteg‐Saric & Sakic, 2014).…”

Section: Introductionmentioning

confidence: 99%

Maternal caregiving, prosocial behavior, and self‐esteem in middle childhood

Coulombe

Yates

2021

Social Development

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This study assessed maternal caregiving quality and children's prosocial behavior as related to changes in child self‐esteem from early childhood across the transition into formal schooling. Although a robust literature indicates that sensitive caregiving promotes self‐esteem, less is known about the potential contribution of children's positive social behavior to enhanced self‐esteem. This study drew on a diverse sample of young children (N = 250; Mage = 4.085, SD = .249; 50% female, 50% male; 46% Latinx) to evaluate prospective relations between an observational assessment of sensitive maternal caregiving at the age of 4 and child reports of self‐esteem at the age of 8 as mediated by teacher‐reports of children's prosocial behavior at the age of 6. Analyses revealed a significant indirect pathway whereby sensitive maternal caregiving promoted children's self‐esteem via children's prosocial behavior. These findings highlight both sensitive caregiving and children's prosocial behavior as promising points of intervention to bolster children's self‐esteem.

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“…At this stage, support from teachers and parents is crucial to ensure the successful adjustment of children (Kiuru et al, 2016; Pianta & Stuhlman, 2004). One of the indicators of successful adjustment is prosocial behavior, which has been shown to support academic learning and success in social relationships (Coulombe & Yates, 2018; Nurmi et al, 2018). On the other hand, children’s externalizing problems can lead to lower task persistence, interest, and academic achievement (Hinshaw, 1992; Metsäpelto et al, 2015).…”

Section: Teacher– and Parent–child Relationships And Children’s Adjus...mentioning

confidence: 99%

Teacher– and parent–child relationships and children’s adjustment behaviors in grade 1: The role of temperament.

Jaruseviciute¹,

Kiuru²,

Šilinskas³

2022

Journal of Family Psychology

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This study aimed at investigating the reciprocal longitudinal associations between teacher-and parent-child relationships and children's adjustment behaviors during Grade 1, and the role of the child's temperament in this interplay. The longitudinal study followed Lithuanian children (229 in kindergarten [T0], 337 at the beginning of Grade 1 [T1], 341 at the end of Grade 1 [T2]), their parents, and their Grade 1 teachers (n = 24). The parents and teachers reported on the quality of their relationship with the children during Grade 1. In addition, parents reported on the children's temperament in kindergarten, and the teachers reported on the children's adjustment behaviors during Grade 1. The results showed evocative effects of children's adjustment behaviors at the beginning of Grade 1 on the relationship quality at the end of Grade 1. In particular, prosocial behavior positively predicted teacher-child closeness, and high externalizing problems positively predicted teacher-child and parent-child conflict. In addition, we identified two indirect paths from children's temperamental surgency to closeness with teachers via prosocial behavior and to conflicts with teachers via externalizing problems. The results of the present study suggest that children's characteristics, such as temperament and adjustment behaviors, predict particularly teachers' and, to some extent, parents' perceptions of their relationship quality with the child at the beginning of children's school career.

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Prosocial pathways to positive adaptation: The mediating role of teacher-child closeness

Cited by 21 publications

References 74 publications

Prospective relations of preschoolers’ prosocial and aggressive affect themes in pretend play with prosocial and aggressive behaviors across contexts

Prospective relations of preschoolers’ prosocial and aggressive affect themes in pretend play with prosocial and aggressive behaviors across contexts

Maternal caregiving, prosocial behavior, and self‐esteem in middle childhood

Teacher– and parent–child relationships and children’s adjustment behaviors in grade 1: The role of temperament.

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