Stanford University.
University of North Carolina at Chapel Hill.
J Res Adolesc. 2021 Dec;31(4):1188-1201. doi: 10.1111/jora.12629. Epub 2021 May 26.
We investigate how daily family assistance predicts prosocial behaviors toward friends and positive academic behavior. Adolescents (N = 375, 57% girls, M = 14.57) completed diary checklists for 14 days, reporting whether they provided instrumental assistance or emotional support to family and friends, and their positive academic behaviors (e.g., studied). When adolescents provided emotional support to family, they were more likely to provide instrumental support to friends the next day. When adolescents provided emotional support to family, they were more likely to also provide emotional support to friends the next day, and vice versa (a bidirectional association). When adolescents provided instrumental support to the family, they were more likely to have at least one positive academic experience the next day.
我们研究了日常家庭援助如何预测青少年对朋友的亲社会行为和积极的学业行为。375 名青少年（57%为女生，平均年龄 14.57 岁）完成了为期 14 天的日记清单，报告他们是否向家人和朋友提供了工具性帮助或情感支持，以及他们积极的学业行为（如学习）。当青少年向家人提供情感支持时，他们更有可能在第二天向朋友提供工具性支持。当青少年向家人提供情感支持时，他们更有可能在第二天也向朋友提供情感支持，反之亦然（双向关联）。当青少年向家人提供工具性支持时，他们更有可能在第二天至少有一次积极的学业经历。
