Prosocial Development from Childhood to Adolescence: A Multi-Informant Perspective with Canadian and Italian Longitudinal Studies

Autor/inn/en	Nantel-Vivier, Amelie; Kokko, Katja; Caprara, Gian Vittorio; Pastorelli, Concetta; Gerbino, Maria Grazia; Paciello, Marinella; Cote, Sylvana; Pihl, Robert O.; Vitaro, Frank; Tremblay, Richard E.
Titel	Prosocial Development from Childhood to Adolescence: A Multi-Informant Perspective with Canadian and Italian Longitudinal Studies
Quelle	In: Journal of Child Psychology and Psychiatry, 50 (2009) 5, S.590-598 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2008.02039.x
Schlagwörter	Cross Cultural Studies; Mothers; Children; Foreign Countries; Longitudinal Studies; Organizations (Groups); Males; Low Income Groups; Preadolescents; Early Adolescents; Developmental Stages; Prosocial Behavior; Social Development; Teacher Attitudes; Parent Attitudes; Correlation; Rating Scales; Child Development; Adolescent Development; Canada; Italy + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Mother; Mutter; Child; Kind; Kinder; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Male; Männliches Geschlecht; Pre-adolescence; Präadoleszenz; Soziale Entwicklung; Lehrerverhalten; Elternverhalten; Korrelation; Rating-Skala; Kindesentwicklung; Kanada; Italien
Abstract	Objectives: To longitudinally describe prosocial behaviour development from childhood to adolescence, using multiple informants within Canadian and Italian samples. Method: Participants in Study 1 were 1037 boys from low socioeconomic status (SES) areas in Montreal, Canada, for whom yearly teacher and mother reports were obtained between the ages of 10 and 15. Participants in Study 2 were 472 children (209 girls) from Genzano, Italy, for whom yearly self and teacher reports were obtained between the ages of 10 and 14. Developmental trajectories were estimated from ratings by each informant to identify subgroups of children following distinct courses of prosocial development. Results: In Study 1, three trajectory groups (low/declining 53%, high/declining 16%, high/steep declining 31%) were identified from teacher ratings, while five trajectories (low/stable 7%, low/declining 19%, moderate/stable 41%, high/declining 24%, high/stable 9%) were identified from mother ratings. Small but significant associations were observed between mother and teacher ratings. In Study 2, three trajectory groups (low/stable 9%, moderate/stable 50%, high/stable 42%) were identified from self-ratings, while four trajectory groups (low/stable 8%, moderate/declining 48%, high/declining 37%, increasing 7%) were identified from teacher ratings. Small but significant associations were observed between self- and teacher ratings. Conclusions: The present studies investigated levels of prosocial behaviours from childhood to adolescence, using a multi-informant, cross-cultural perspective. All but one of the developmental trajectories identified were characterised by stable or declining levels of prosocial behaviours. Further research longitudinally investigating prosociality across developmental periods is needed to clarify prosocial behaviour development over time. (As Provided).
Anmerkungen	Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10