Nantel-Vivier Amélie, Kokko Katja, Caprara Gian Vittorio, Pastorelli Concetta, Gerbino Maria Grazia, Paciello Marinella, Côté Sylvana, Pihl Robert O, Vitaro Frank, Tremblay Richard E
Department of Psychology, McGill University, Quebec, Canada.
J Child Psychol Psychiatry. 2009 May;50(5):590-8. doi: 10.1111/j.1469-7610.2008.02039.x. Epub 2009 Jan 12.
To longitudinally describe prosocial behaviour development from childhood to adolescence, using multiple informants within Canadian and Italian samples.
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.
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.
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.
利用加拿大和意大利样本中的多名信息提供者，纵向描述从童年到青春期亲社会行为的发展。
研究1的参与者是来自加拿大蒙特利尔社会经济地位低下（SES）地区的1037名男孩，在他们10至15岁期间每年收集教师和母亲的报告。研究2的参与者是来自意大利詹扎诺的472名儿童（209名女孩），在他们10至14岁期间每年收集自我和教师的报告。通过每位信息提供者的评分来估计发展轨迹，以识别亲社会发展过程不同的儿童亚组。
在研究1中，从教师评分中识别出三个轨迹组（低/下降53%，高/下降16%，高/急剧下降31%），而从母亲评分中识别出五个轨迹组（低/稳定7%，低/下降19%，中等/稳定41%，高/下降24%，高/稳定9%）。母亲和教师评分之间存在小但显著的关联。在研究2中，从自我评分中识别出三个轨迹组（低/稳定9%，中等/稳定50%，高/稳定42%），而从教师评分中识别出四个轨迹组（低/稳定8%，中等/下降48%，高/下降37%，上升7%）。自我和教师评分之间存在小但显著的关联。
本研究从多信息提供者、跨文化的角度调查了从童年到青春期的亲社会行为水平。所识别的发展轨迹中，除一个外，其他均以亲社会行为水平稳定或下降为特征。需要进一步纵向研究不同发展阶段的亲社会性，以阐明亲社会行为随时间的发展情况。
