Wentzel Kathryn R, Filisetti Laurence, Looney Lisa
University of Maryland, College Park, MD, USA.
Child Dev. 2007 May-Jun;78(3):895-910. doi: 10.1111/j.1467-8624.2007.01039.x.
Peer- and teacher-reported prosocial behavior of 339 6th-grade (11-12 years) and 8th-grade (13-14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit significantly predicted prosocial behavior, and goal pursuit provided a pathway by which reasons for behavior were related to behavior. Reasons reflected external, other-focused, self-focused, and internal justifications for behavior; each reason was related to a unique set of self-processes and contextual cues. Associations between prosocial outcomes and sex and race (Caucasian and African American) were mediated in part by self-processes and contextual cues. The implications of studying prosocial behavior from a motivational perspective are discussed.
研究了339名六年级（11 - 12岁）和八年级（13 - 14岁）学生的同伴和教师报告的亲社会行为，这些行为与亲社会目标、自我过程（行为原因、同理心、观点采择、抑郁情绪、感知能力）以及情境线索（同伴和教师的期望）相关。目标追求显著预测了亲社会行为，并且目标追求提供了一条行为原因与行为相关的途径。原因反映了行为的外部、他人导向、自我导向和内部正当理由；每个原因都与一组独特的自我过程和情境线索相关。亲社会结果与性别和种族（白人和非裔美国人）之间的关联部分由自我过程和情境线索介导。讨论了从动机角度研究亲社会行为的意义。
