Empathy, prosocial behavior, and positive development in schools

Handbook of Positive Psychology in Schools

Volumn , Issue , 2009, Pages 119-129

  Spinrad, Tracy L ^a   Eisenberg, Nancy ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85076081271     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203884089-19     Document Type: Chapter

References (100)

1. Arnold, D. H., Ortiz, C., Curry, J. C., Stowe, R. M., Goldstein, N. E., Fisher, P. H., et al. (1999). Promoting academic success and preventing disruptive behavior disorders through community partnership. Journal of Community Psychology, 27, 589-598.
2. Ascione, F. R. (1992). Enhancing children’s attitudes about the humane treatment of animals: Generalization to human-directed empathy. Anthrozoos, 5, 176-191.
3. Ascione, F. R., & Weber, C. V. (1993, March). Children’s attitudes about the humane treatment of animals and empathy: One-year follow up of a school-based intervention. Paper presented at the Society for Research in Child Development, New Orleans, LA.
4. Bandura, A., Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Regalia, C. (2001). Sociocognitive self-regulatory mechanisms governing transgressive behavior. Journal of Personality and Social Psychology, 80, 125-135.
5. Bar Tal, D., Nadler, A., & Blechman, N. (1980). The relationship between Israeli children’s helping behavior and their perception of parents’ socialization practices. Journal of Social Psychology, 111, 159-167.
6. Batson, C. D. (1991). The altruism question: Toward a social psychological anwser. Hillsdale, NJ: Erlbaum.
7. Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the child development project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21, 75-99.
8. Battistich, V., Watson, M., Solomon, D., Schaps, E., & Solomon, J. (1991). The child development project: A comprehensive program for the development of prosocial character. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development (Vol. 3, pp. 1-34). New York: Erlbaum.
9. Broreberg, A., Hwang, C. P, Lamb, M. E., & Ketterlinus, R. D. (1989). Child care effects on socioemotional and intellectual competence in Swedish preschoolers. In J. S. Lande, S. Scarr, & N. Gunzenhauser (Eds.), Caringfor children: Challenge to America (pp. 49-76). Hillsdale, NJ: Erlbaum.
10. Cappella, E., & Weinstein, R. (2006). The prevention of social aggression among girls. Social Development, 15, 434-462.
11. 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.
12. Carlo, G., Hausmann, A., Christiansen, S., & Randall, B. A. (2003). Sociocognitive and behavioral correlates of a measure of prosocial tendencies for adolescents. Journal of Early Adolescence, 23, 107-134.
13. Cassidy, K. W., Werner, R. S., Rourke, M., Zubernis, L. S., & Balaraman, G. (2003). The relationship between psychological understanding and positive social behaviors. Social Development, 12, 198-221.
14. Chiang, T. M., Douglas, S., Kite, K., Barber, C., & Webb, K. (2007). Emotion coaching of at-risk children’s social competence in preschool context. Paper presented at the Society for Research in Child Development, Boston, MA.
15. Clark, K. E., & Ladd, G. W. (2000). Connectedness and autonomy support in parent-child relationships: Links to children’s socioemotional orientation and peer relationships. Developmental Psychology, 36, 485-498.
16. Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 59, 815-829.
17. Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In N. Eisenberg (Ed.), Handbook of child psychology, Vol. 3, social, emotional and personality development (5th ed., pp. 779-862). New York: Wiley.
18. Conduct Problems Prevention Research Group (1999). Initial impact of the Fast Track prevention trial of conduct problems I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631-647.
19. Conduct Problems Prevention Research Group (2002). Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems. Development and Psychopathology, 14, 925-943.
20. Davidov, M., & Grusec, J. E. (2006). Untangling the links of parental responsiveness to distress and warmth to child outcomes. Child Development, 77, 44-58.
21. Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach Major, S., et al. (2003). Preschool emotional competence: Pathway to social competence. Child Development, 74, 238-256.
22. Diener, M. L., & Kim, D. Y. (2004). Maternal and child predictors of preschool children’s social competence. Journal of Applied Developmental Psychology, 25, 3-24.
23. Dishion, T. J., Loeber, R., Stouthamer-Loeber, M., & Patterson, G. R. (1984). Skill deficits and male adolescent delinquency. Journal of Abnormal Child Psychology, 12, 37-53.
24. Doctoroff, G. L., Greer, J. A., & Arnold, D. H. (2006). The relationship between social behavior and emergent literacy among preschool boys and girls. Journal of Applied Developmental Psychology, 27, 1-13.
25. Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Teachers’ classroom practices and children’s rejection by their peers. Journal of Applied Developmental Psychology, 24, 91-118.
26. Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., et al. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72, 1112-1134.
27. Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. D. Damon & N. Eisenberg (Eds.), Handbook of child psychology, Vol. 3. Social, emotional, and personality development (5th ed., pp. 701-778). New York: Wiley.
28. Eisenberg, N., Fabes, R. A., Murphy, B., Karbon, M., Smith M., & Maszk, P. (1996). The relations of children’s dispositional empathy-related responding to their emotionality, regulation, and social functioning. Developmental Psychology, 32, 195-209.
29. Eisenberg, N., Fabes, R. A., Carlo, G., Speer, A. L., Switzer, G., Karbon, M., et al. (1993). The relations of empathy-related emotions and maternal practices to childrens’ comforting behavior. Journal of Experimental Child Psychology, 55, 131-150.
30. Eisenberg, N., Fabes, R. A., Carlo, G., Troyer, D., Speer, A. L., Karbon, M., et al. (1992). The relations of maternal practices and characteristics to children’s vicarious emotional responding. Child Development, 63, 583-602.
31. Eisenberg, N., Fabes, R. A., Schaller, M., Carlo, B., & Miller, P. (1991). The relations of parental characteristics and practices to children’s vicarious emotional responding. Child Development, 62, 1393-1408.
32. Eisenberg, N., Fabes, R. A., Schaller, M., & Miller, P. A. (1989). Sympathy and personal distress: Development, gender differences, and interrelations of indexes. In N. Eisenberg (Ed.), New directions in child development: Vol. 44. Empathy and related emotional responses (pp. 107-126). San Franciso: Jossey-Bass.
33. Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In W. Damon, R. M. Lerner (Eds.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3: Social, emotional and personality development (6th ed., pp. 646-718). Hoboken, NJ: Wiley.
34. Eisenberg-Berg, N., Cameron, E., Tryon, K., & Dodez, R. (1981). Socialization of prosocial behavior in the preschool classroom. Developmental Psychology, 17, 773-782.
35. Fabes, R. A., Eisenberg, N., & Miller, P. A. (1990). Maternal correlates of children’s vicarious emotional responsiveness. Developmental Psychology, 26, 639-648.
36. Fabes, R. A., Martin, C. L., & Hanish, L. (2002, October). The role of sex segregation in young childrens prosocial behavior and disposition. Paper presented at the Groningen Conference on Prosocial Dispositions and Solidarity, Groningen, The Netherlands.
37. Fabes, R. A., Moss, A., Reesing, A., Martin, C. L., & Hanish, L. (2005, October). The effects of peer prosocial exposure on the quality of young children’s social interactions. Paper presented at the National Council on Family Relations, Phoenix, Arizona.
38. Feshbach, N. D. (1983). Learning to care: A positive approach to child training and discipline. Journal of Clinical Child Psychology, 12, 266-271.
39. Feshbach, N. D., & Feshbach, S. (1982). Empathy training and the regulation of aggression: Potentialities and limitations. Academic Psychology Bulletin, 4, 399-413.
40. Garner, P. W. (2006). Prediction of prosocial and emotional competence from maternal behavior in African American preschoolers. Cultural Diversity & Ethnic Minority Psychology, 12, 179-198.
41. Gill, K. L., & Calkins, S. D. (2003). Do aggressive/destructive toddlers lack concern for others? Behavioral and physiological indicators of empathic responding in 2-year-old children. Development and Psychopathology, 15, 55-71.
42. Graziano, W. G., Keane, S. P., & Calkins, S. D. (2007). Cardiac vagal regulation and early peer status. Child Development, 78, 264-278.
43. Hastings, P. D., McShane, K. E., Parker, R., & Ladha, F. (2007). Ready to make nice: Parental socialization of young sons’ and daughters’ prosocial behaviors with peers. Journal of Genetic Psychology, 168, 177-200.
44. Hastings, P D., Zahn Waxler, C., Robinson, J., Usher, B., & Bridges, D. (2000). The development of concern for others in children with behavior problems. Developmental Psychology, 36, 531-546.
45. Hertz-Lazarowitz, R. (1983). Prosocial behavior in the classroom. Academic Psychology Bulletin, 5, 319-338.
46. Hertz-Lazarowitz, R., Sharan, S., & Steinberg, R. (1980). Classroom learning style and cooperative behavior of elementary school children. Journal of Educational Psychology, 72, 99-106.
47. Hoffman, M. L. (1982). Development of prosocial motivation: Empathy and guild. In N. Eisenberg (Ed.), The development of prosocial behavior (pp. 218-231). San Diego, CA: Academic Press.
48. Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. New York: Cambridge University Press.
49. Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children’s relationships with peers. Child Development, 65, 264-273.
50. Hughes, C., White, A., Sharpen, J., & Dunn, J. (2000). Antisocial, angry, and unsympathetic: “Hard-to-manage” preschoolers’ peer problems and possible cognitive influences. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 169-179.
51. Iannotti, R. J., Cummings, E. M., Pierrehumbert, M. J., Milano, M. J., & Zahn-Waxler, C. (1992). Parental influences of prosocial behavior and empathy in early childhood. In J. M. A. M. Janssens & J. R. M. Gerris (Eds.), Child rearing: Influence on prosocial and moral development. Amsterdam: Swets & Zeitlinger.
52. Janssens, J. M. A. M., & Dekovic, M. (1997). Child rearing, prosocial moral reasoning, and prosocial behaviour. International Journal of Behavioral Development, 20, 509-527.
53. Jennings, K. D., Fitch, D., & Suwalsky, J. T. (1987). Social cognition and social interaction in three-year-olds: Is social cognition truly social? Child Study Journal, 17, 1-14.
54. Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
55. Johnson, M. K., Beebe, T., Mortimer, J. T., & Snyder, M. (1998). Volunteerism in adolescence: A process perspective. Journal of Research on Adolescence, 8, 309-332.
56. Kestenbaum, R., Farber, E. A., & Sroufe, L. A. (1989). Individual differences in empathy among preschoolers: Relation to attachment history. New Directions for Child Development, 44, 51-64.
57. Kiang, L., Moreno, A. J., & Robinson, J. L. (2004). Maternal perconceptions about parenting predict child temperament, maternal sensitivity, and children’s empathy. Developmental Psychology, 40, 1081-1092.
58. Kienbaum, J. (2001). The socialization of compassionate behavior by child care teachers. Early Education and Development, 12, 139-153.
59. Kienbaum, J., Volland, C., & Ulich, D. (2001). Sympathy in the context of mother-child and teacher-child relationships. International Journal of Behavioral Development, 25, 302-309.
60. Knafo, A., & Plomin, R. (2006). Prosocial behavior from early to middle childhood: Genetic and environmental influences on stability and change. Developmental Psychology, 42, 771-786.
61. Kochanska, G., Forman, D. R., & Coy, K. C. (1999). Implications of the mother-child relationship in infancy socialization in the second year of life. Infant Behavior and Development, 22, 249-265.
62. Krevans, J., & Gibbs, J. C. (1996). Parents’ use of inductive discipline: Relations to children’s empathy and prosocial behavior. Child Development, 67, 3263-3277.
63. LaFontana, K. M., & Cillessen, A. H. N. (2002). Children’s perceptions of popular and unpopular peers: A multimethod assessment. Developmental Psychology, 38, 635-647.
64. Laible, D. (2006). Maternal emotional expressiveness and attachment security: Links to representations of relationships and social behavior. Merrill-Palmer Quarterly, 52, 645-670.
65. Lansford, J. E., Putallaz, M., Grimes, C. L., Schiro-Osman, K. A., Kupersmidt, J. B., & Coie, J. D. (2006). Perceptions of friendship quality and observed behaviors with friends: How do sociometrically rejected, average, and popular girls differ? Merrill-Palmer Quarterly, 52, 694-720.
66. Lovett, B. J., & Sheffield, R. A. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review, 27, 1-13.
67. Martin, K. M., & Huebner, E. S. (2007). Peer victimization and prosocial experiences and emotional well-being of middle school students. Psychology in the Schools, 44, 199-208.
68. Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77, 103-117.
69. Miller, P. A., Eisenberg, N., Fabes, R. A., Shell, R., & Gular, S. (1989). Mothers’ emotional arousal as a moderator in the socialization of children’s empathy. New Directions for Child Development, 44, 65-83.
70. Mitchell-Copeland, J., Denham, S. A., & DeMulder, E. K. (1997). Q-sort assessment of child-teacher attachment relationships and social competence In the preschool. Early Education and Development, 8, 27-39.
71. Murphy, B. C., Shepard, S. A., Eisenberg, N., Fabes, R. A., & Guthrie, I. K. (1999). Contemporaneous and longitudinal relations of dispositional sympathy to emotionality, regulation, and social functioning. Journal of Early Adolescence, 19, 66-97.
72. NICHD Early Child Care Research Network (2002). The interaction of child care and family risk in relation to child development at 24 and 36 months. Applied Developmental Science, 6, 144-156.
73. NICHD Early Child Care Research Network (2004). Trajectories of physical aggression from toddlerhood to middle childhood. Monographs of the Society for Research in Child Development, 69, 1-129.
74. Owens, C. R., & Ascione, F. R. (1991). Effects of the model’s age, perceived similarity, and familiarity on children’s donating. Journal of Genetic Psychology, 152, 341-357.
75. Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal, 102, 225-238.
76. Pugh, M. J., & Hart, D. (1999). Identity development and peer group participation. New Directions in Child and Adolescent Development, 84, 55-70.
77. Ramsey, E., Patterson, G. R., & Walker, H. M. (1990). Generalization of the antisocial trait from home to school settings. Journal of Applied Developmental Psychology, 11, 209-223.
78. Robinson, J. L., Zahn Waxler, C., & Emde, R. N. (1994). Patterns of development in early empathic behavior: Environmental and child constitutional influences. Social Development, 3, 125-145.
79. Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, vol. 3. Social, emotional, and personality development, 5th ed. (pp. 105-176). New York: Wiley.
80. Russell, A., Hart, C. H., Robinson, C. C., & Olsen, S. F. (2003). Children’s sociable and aggressive behavior with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27, 74-86.
81. Sebanc, A. M. (2003). The friendship features of preschool children: Links with prosocial behavior and aggression. Social Development, 12, 249-268.
82. Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the child development project. Social Psychology of Education, 4, 3-51.
83. Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children’s prosocial behavior in the classroom. American Educational Research Journal, 25, 527-554.
84. Spinrad, T. L., & Stifter, C. A. (2006). Toddlers’ empathy-related responding to distress: Predictions from negative emotionality and maternal behavior in infancy. Infancy, 10, 97-121.
85. Stanhope, L., Bell, R. Q., & Parker-Cohen, N. Y. (1987). Temperament and helping behavior in preschool children. Developmental Psychology, 23, 347-353.
86. Staub, E. (1992). The origins of caring, helping and nonaggression: Parental socialization, the family system, schools, and cultural influence. In P M. Oliner, L. Baron, L. A. Blum, D. L. Krebs, & M. Z. Smolenska (Eds.), Embracing the other: Philosophical, psychological, and historical perspectives on altruism (pp. 399-412). New York: University Press.
87. Strayer, J., & Roberts, W. (1989). Children’s empathy and role taking: Child and parental factors, and relations to prosocial behavior. Journal of Applied Developmental Psychology, 10, 227-239.
88. Strayer, J., & Roberts, W (2004). Empathy and observed anger and aggression in five-year-olds. Social Development, 13, 1-13.
89. Turner, P. H., & Harris, M. B. (1984). Parental attitudes and preschool children’s social competence. Journal of Genetic Psychology, 144, 105-113.
90. van der Mark, I. L., van Ijzendoorn, M. H., & Bakermans Kranenburg, M. J. (2002). Development of empathy in girls during the second year of life: Associations with parenting, attachment, and temperament. Social Development, 11, 451-468.
91. Warden, D., & Mackinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies. British Journal of Developmental Psychology, 21, 367-385.
92. Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85, 357-364.
93. Wentzel, K. R. (2003). Sociometric status and adjustment in middle school: A longitudinal study. Journal of Early Adolescence, 23, 5-28.
94. Wise, P S., & Cramer, S. H. (1988). Correlates of empathy and cognitive style in early adolescence. Psychological Reports, 63, 179-192.
95. Young, S. K., Fox, N. A., & Zahn-Waxler, C. (1999). The relations between temperament and empathy in 2-year-olds. Developmental Psychology, 35, 1189-1197.
96. Youniss, J., McLellan, J. A., & Mazer, B. (2001). Voluntary service, peer group orientation, and civic engagement. Journal of Adolescent Research, 16, 456-458.
97. Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research, 18, 599-630.
98. Zahn-Waxler, C., Cole, P M., Welsh, J. D., & Fox, N. A. (1995). Psychophysiological correlates of empathy and prosocial behaviors in preschool children with behavior problems. Development and Psychopathology, 7, 27-48.
99. Zahn-Waxler, C., Robinson, J. L., & Emde, R. N. (1992). The development of empathy in twins. Developmental Psychology, 28, 1038-1047.
100. Zhou, Q., Eisenberg, N., Losoya, S. H., Fabes, R. A., Reiser, M. Guthrie, I. K., et al. (2002). The relations of parental warmth and positive expressiveness to children’s empathy-related responding and social functioning: A longitudinal study.