With a Little Help from Their Peers: The Impact of Classmates on Adolescents’ Development of Prosocial Behavior

Busching, Robert; Krahé, Barbara

doi:10.1007/s10964-020-01260-8

Cited by 68 publications

(47 citation statements)

References 56 publications

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“…Given that Ando and colleagues (2005) studied peer influences of friends and the present study influences of classmates, the difference in findings might indicate that the processes through which friends influence each other differ from the processes through which classmates influence each other. Thus, for diminishing victimization in the classroom specifically, it seems important to focus on stimulating prosocial behaviors rather than reducing deviant behaviors, which is in line with suggestions of Busching and Krahé (2020).…”

Section: Discussionsupporting

confidence: 64%

The Role of Classmates’ Modeling and Reinforcement in Adolescents’ Perceived Classroom Peer Context

Mertens

Deković

Londen

et al. 2020

J Youth Adolescence

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Experiences with classmates can affect adolescents’ academic, emotional, and social development. The aim was to examine whether changes in classmates’ modeling and reinforcement, induced by an intervention, affected changes in adolescents’ perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; Mage = 12.37; 53.8% boys). Generally, changes in classmates’ modeling and reinforcement were unrelated to adolescents’ perceived classroom peer context, except for classmates’ prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates’ prosocial modeling may be more important for the perceived classroom peer context than classmates’ deviant modeling.

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Section: Discussionsupporting

confidence: 64%

The Role of Classmates’ Modeling and Reinforcement in Adolescents’ Perceived Classroom Peer Context

Mertens

Deković

Londen

et al. 2020

J Youth Adolescence

View full text Add to dashboard Cite

show abstract

“…Moreover, consistent with studies that analyzed class norms and other class characteristics (Busching & Krahé, 2020;Kollerová et al, 2018;Salmivalli & Voeten, 2004;Szumski et al, 2020;Yun & Graham, 2018), class-level indicators of reactive and proactive aggression were created by averaging the individual reactive aggression scores and proactive aggression scores at T1 for each classroom. These scores, labeled "class-level aggression", were used in the multilevel model to control for the stability of the respective aggressive behavior from T1 to T2.…”

Section: Methodsmentioning

confidence: 99%

Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression

Gini

Thornberg

Bussey

et al. 2021

J Youth Adolescence

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Adolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a short-term longitudinal study. The sample consisted of 1158 Italian adolescents (48.7% females; Mage = 13.6 years, SD = 1.1). Participants completed self-report measures of moral identity, moral disengagement, perceived collective moral disengagement in the fall, and reactive and proactive aggression in the fall and in the spring. Multivariate multilevel analysis indicated that, at the individual level, after controlling for the stability of aggressive behavior, T2 (Time 2) reactive aggression was higher for students who reported lower moral identity and higher moral disengagement at T1 (Time 1). For proactive aggression, a significant interaction effect indicated that the negative association between T1 moral identity and T2 aggression was apparent only at high levels of T1 moral disengagement. Moreover, proactive aggression was significantly predicted by higher perceived collective moral disengagement. At the class-level, T1 collective moral disengagement helped explain between-class variability of T2 reactive and proactive aggressive behavior. How these results expand previous research on morality and aggressive behavior and their potential implications for prevention and intervention programs is discussed.

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“…For example, one could watch Beyoncé dancing in a music video (without copying her actions at the time) and then be better at reproducing those dance moves the following weekend when dancing in a club. Third, we can distinguish skill learning through observation of other people's actions from other forms of learning based on watching other people behave more generally, which are collectively referred to as social learning [4,115,116]. Although observational motor learning is one type of social learning, social learning also encompasses a much broader range of behaviors, some of which are extremely complex, such as how to resist peer pressure to partake in risky behaviors, respond to criticism, or interact appropriately with people from different cultures.…”

Section: Box 1 Varieties Of Observational Learningmentioning

confidence: 99%

Watch and Learn: The Cognitive Neuroscience of Learning from Others’ Actions

Ramsey

Kaplan

Cross

2021

Trends in Neurosciences

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The mirror neuron system has dominated understanding of observational learning from a cognitive neuroscience perspective. Our review highlights the value of observational learning frameworks that integrate a more diverse and distributed set of cognitive and brain systems, including those implicated in sensorimotor transformations, as well as in more general processes such as executive control, reward, and social cognition. We argue that understanding how observational learning occurs in the real world will require neuroscientific frameworks that consider how visuomotor processes interface with more general aspects of cognition, as well as how learning context and action complexity shape mechanisms supporting learning from watching others. Learning from Watching Others Is a Fundamental Human SkillWhether learning to dance Gangnam Style, open a bottle of champagne, or tie shoelaces, humans learn a great deal by simply watching others [1,2]. Learning by observation can have many benefits over physical practice without observation. This is especially true in dangerous or novel environments where poor initial performance can be costly, such as learning to drop in on a skateboard ramp without first watching someone else do it successfully. Equally, learning by watching others is beneficial in social situations where active participation is not possible, such as watching your supervisor give critical feedback to a colleague. As such, observational learning has been of considerable interest to experts from a variety of disciplines, including social and developmental psychology, sport and exercise science, comparative biology and robotics, where researchers are examining how we learn from watching others across a range of behaviors, from simple motor movements to complex social interactions [1,[3][4][5]. HighlightsUnderstanding how the human brain translates visual information into skilled motor performance has been assisted and constrained by the discovery of mirror neurons.Emerging evidence highlights how observational motor learning involves a far more diffuse network of brain regions and cognitive processes, which are shaped by the context and complexity of the motor task to be learned.A greater emphasis on combining functional decomposition and functional integration approaches should facilitate paradigms and discoveries that move us closer toward understanding how we learn from watching others in complex, real-world scenarios.

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With a Little Help from Their Peers: The Impact of Classmates on Adolescents’ Development of Prosocial Behavior

Cited by 68 publications

References 56 publications

The Role of Classmates’ Modeling and Reinforcement in Adolescents’ Perceived Classroom Peer Context

The Role of Classmates’ Modeling and Reinforcement in Adolescents’ Perceived Classroom Peer Context

Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression

Watch and Learn: The Cognitive Neuroscience of Learning from Others’ Actions

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