Prosocial development from childhood to adolescence: A multi-informant perspective with Canadian and Italian longitudinal studies

Journal of Child Psychology and Psychiatry and Allied Disciplines

Volumn 50, Issue 5, 2009, Pages 590-598

  Nantel Vivier, Amélie ^d   Kokko, Katja ^a   Caprara, Gian Vittorio ^b   Pastorelli, Concetta ^b   Gerbino, Maria Grazia ^b   Paciello, Marinella ^b   Côté, Sylvana ^c   Pihl, Robert O ^d   Vitaro, Frank ^c   Tremblay, Richard E ^c  

^a UNIVERSITY OF JYVÄSKYLÄ   (Finland)

^b SAPIENZA UNIVERSITY OF ROME   (Italy)

^c UNIVERSITÉ DE MONTRÉAL   (Canada)

^d MCGILL UNIVERSITY   (Canada)

Author keywords

Longitudinal analysis; Prosocial behaviours

Indexed keywords

ADOLESCENCE; ADOLESCENT; ARTICLE; CANADA; CHILD; CHILD BEHAVIOR; CHILDHOOD; FEMALE; HUMAN; ITALY; LONGITUDINAL STUDY; MALE; MOTHER; NORMAL HUMAN; RATING SCALE; SCHOOL CHILD; SELF CONCEPT; SOCIAL BEHAVIOR; SOCIAL EVOLUTION; SOCIAL STATUS; TEACHER; ADOLESCENT DEVELOPMENT; AGE; CHILD DEVELOPMENT; COMPARATIVE STUDY; CULTURAL FACTOR; PERSONALITY TEST; SOCIAL CLASS; SOCIAL ENVIRONMENT;

ADOLESCENT; ADOLESCENT DEVELOPMENT; AGE FACTORS; CANADA; CHILD; CHILD DEVELOPMENT; CROSS-CULTURAL COMPARISON; FEMALE; HUMANS; ITALY; LONGITUDINAL STUDIES; MALE; PERSONALITY ASSESSMENT; SOCIAL BEHAVIOR; SOCIAL CLASS; SOCIAL ENVIRONMENT;

EID: 68849119254     PISSN: 00219630     EISSN: 14697610     Source Type: Journal    
DOI: 10.1111/j.1469-7610.2008.02039.x     Document Type: Article

References (38)

1. Achenbach, T.M. (1994). Child Behavior Checklist and related instruments. In M.E. Maruish (ed.), The use of psychological testing for treatment planning and outcome assessment (pp. 517-549). Hillsdale, NJ: Lawrence Erlbaum Associates.
2. Achenbach, T.M., McConaughy, S.H., & Howell, C.T. (1987). Child/adolescent behavioural and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232.
3. Bar-Tal, D. (1982). Sequential development of helping behaviour: A cognitive-learning approach. Developmental Review, 2, 101-124.
4. Boulerice, B. (2001). General nonlinear mixtures of curves (MOC). Statistical software program, http:// lib.stat.cmu.edu/R/CRAN/.
5. Caplan, M. (1993). Inhibitory influences in development: The case of prosocial behavior. In D.F. Hay, & A. Angold (Eds.), Precursors and causes in development psychopathology (pp. 169-198). New York: Wiley.
6. Caprara, G.V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P.G. (2000). Prosocial foundations of children's academic achievement. Psychological Science, 11, 302-306.
7. Caprara, G.V., Barbaranelli, C., Pastorelli, C., & Cervone, D. (2004). The contribution of self-efficacy beliefs to psychosocial outcomes in adolescence: Predicting beyond global dispositional tendencies. Personality and Individual Differences, 37, 751-763. (Pubitemid 39072500)
8. Caprara, G.V., & Pastorelli, C. (1993). Early emotional instability, prosocial behaviour, and aggression: Some methodological aspects. European Journal of Personality, 7, 19-36.
9. Caprara, G.V, Pastorelli, C., Regalia, C., Scabini, E., & Bandura, A. (2005). Impact of adolescents' filial selfefficacy on quality of family functioning and satisfaction. Journal of Research on Adolescence, 15, 71-97. (Pubitemid 40390627)
10. Carlo, G., Crockett, L.J., Randall, B.A., & Roesch, S.C. (2007). A latent growth curve analysis of prosocial behavior among rural adolescents. Journal of Research on Adolescence, 17, 301-324.
11. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
12. Côté, S., Tremblay, R.E., Nagin, D., Zoccolillo, M., & Vitaro, F. (2002a). The development of impulsivity, fearfulness, and helpfulness during childhood: Patterns of consistency and change in the trajectories of boys and girls. Journal of Child Psychology and Psychiatry, 43, 609-618. (Pubitemid 36939244)
13. Côté, S., Tremblay, R.E., Nagin, D.S., Zoccolillo, M., & Vitaro, F. (2002b). Childhood behavioral profiles and adolescent conduct disorder: Risk trajectories for boys and girls. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1086-1094. (Pubitemid 38338057)
14. Eisenberg, N. (2003). Prosocial behaviour, empathy, and sympathy. In M.H. Bornstein, L. Davidson, C.L.M. Keyes, & K.A. Moore (Eds.), Well-being: Positive development across the life course (pp. 253265). Mahwah, NJ: Lawrence Erlbaum Associates.
15. Eisenberg, N., Cumberland, A., Guthrie, I.K., Murphy, B.C., & Shepard, S.A. (2005). Age changes in prosocial responding and moral reasoning in adolescence and early adulthood. Journal of Research on Adolescence, 15, 235-260. (Pubitemid 41495337)
16. Eisenberg, N., & Fabes, R.A. (1998). Prosocial development. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol.3. Social emotional and personality development (5th edn, pp. 779-862). New York: Wiley.
17. Eisenberg, N., Fabes, R.A., & Spinard, T.L. (2006). Prosocial development. In W. Damon (Series Ed.), R.M. Lerner (Series Ed.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol.3. Social, emotional, and personality development (6th edn, pp. 646-718). New York: Wiley.
18. Eisenberg, N., Guthrie, I.K., Cumberland, A., Murphy, B.C., Shepard, S.A., Zhou, Q., & Carlo, G. (2002). Prosocial development in early adulthood: A longitudinal study. Journal of Personality and Social Psychology, 82, 993-1006.
19. Eisenberg, N., Miller, P.A., Shell, R., McNalley, S., & Shea, C. (1991). Prosocial development in adolescence: A longitudinal study. Developmental Psychology, 27, 849-857.
20. Eisenberg, N., Shell, R., Pasternack, J., Lennon, R., Beller, R., & Mathy, R.M. (1987). Prosocial development in middle childhood: A longitudinal study. Developmental Psychology, 23, 712-718.
21. Gagnon, C., Vitaro, F., & Tremblay, R.E. (1992). Parentteacher agreement on kindergarteners' behavior problems: A research note. Journal of Child Psychology and Psychiatry, 33, 1255-1261.
22. Gjerde, P.F., & Block, J. (1991). Preadolescent antecedents of depressive symptomatology at age 18: a prospective study. Journal of Youth and Adolescence, 20, 217-232.
23. Hay, D.F. (1994). Prosocial development. Journal of Child Psychology and Psychiatry, 35, 29-71.
24. Kokko, K., Tremblay, R.E., Lacourse, E., Nagin, D.S., & Vitaro, F. (2006). Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence. Journal of Research on Adolescence, 16, 403-428. (Pubitemid 44147126)
25. Nagin, D. (1999). Analyzing developmental trajectories: A semiparametric, group-based approach. Psychological Methods, 4, 139-157.
26. Nagin, D.S. (2005). Group based modeling of development. Cambridge, MA: Harvard University Press.
27. Nagin, D.S., & Tremblay, R.E. (2005). Developmental trajectory groups: Fact or a useful statistical fiction? Criminology, 43, 873-904.
28. Offord, D.R., Boyle, M.H., Racine, Y., Szatmari, P., Fleming, J.E., Sanford, M., & Lipman, E.L. (1996). Integrating assessment data from multiple informants. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1078-1085. (Pubitemid 26266339)
29. Pulkkinen, L., Kaprio, J., & Rose, R. (1999). Peers, teachers, and parents as assessors of the behavioural and emotional problems of twins and their adjustment: The Multidimensional Peer Nomination Inventory. Twin Research, 2, 274-285. (Pubitemid 30053335)
30. Radke-Yarrow, M., Zahn-Waxler, C., & Chapman, M. (1983). Children's prosocial dispositions and behav- iour. In P.H. Mussen, & E.M. Hetherington (Eds.), Handbook of child psychology: Socialization personality, and social development (vol. 4, pp. 469-545). New York: Wiley.
31. Schwarz, G. (1978). Estimating the dimension of a model. Annals of Statistics, 6, 461-464.
32. Sines, J.O. (1988). Teacher's norms and teacher-parent agreement on the Missouri Children's Behavior Checklist. Journal of School Psychology, 26, 413-416.
33. Touliatos, J., & Lindholm, B.W. (1981). Congruence of parents' and teachers' ratings of children's behavior problems. Journal of Abnormal Child Psychology, 9, 347-354. (Pubitemid 12199748)
34. Tremblay, R.E., Loeber, R., Gagnon, C., Charlebois, P., Larivée, S., & LeBlanc, M. (1991). Disruptive boys with stable and unstable high fighting behavior patterns during junior elementary school. Journal of Abnormal Child Psychology, 19, 285-300.
35. Tremblay, R.E., Vitaro, F., Nagin, D.S., Pagani, L., & Séguin, J.R. (2003). The Montreal longitudinal and experimental study: Rediscovering the power of descriptions. In T.P. Thornberry, & M.D. Krohn (Eds.), Taking stock of delinquency: An overview of findings from contemporary longitudinal studies (pp. 205-254). New York: Kluwer Academic/Plenum.
36. Verhulst, F.C, & Akkerhuis, G.W. (1989). Agreement between parents' and teachers' ratings of behavioral/ emotional problems of children aged 4-12. Journal of Child Psychology and Psychiatry, 30, 123-136.
37. Vitaro, F., Gagnon, C., & Tremblay, R.E. (1991). Teachers' and mothers' assessment of children's behaviors from kindergarten to grade two: Stability and change within and across informants. Journal of Psychopathology and Behavioural Assessment, 13, 325-343.
38. Zahn-Waxler, C., & Smith, K.D. (1992). The development of prosocial behavior. In V. B. Van Hasselt, & M.H. Hersen (Eds.), Handbook of social development: A lifespan perspective (pp. 229-256). New York: Plenum Press.