Speyer Lydia Gabriela, Obsuth Ingrid, Eisner Manuel, Ribeaud Denis, Murray Aja Louise
Lancaster University, UK.
University of Edinburgh, UK.
J Early Adolesc. 2024 Nov;44(9):1124-1153. doi: 10.1177/02724316231210254. Epub 2023 Nov 13.
Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial behaviors, as well as a potential mediating role of peer relationships, across ages 11, 13, and 15 ( = 1526; 51% male) using random-intercept cross-lagged panel models. Results indicated that neither self-reported nor teacher-reported prosociality was associated with reduced aggressive behaviors but suggested a direct protective ('promotive') effect of teacher-reported prosociality on bullying perpetration. These findings suggest that promoting prosociality in early adolescence may help reduce some antisocial behaviors over early to mid-adolescent development. Improving prosociality could be explored as a target in intervention approaches such as school-based anti-bullying interventions.
亲社会行为与反社会行为之间的联系已得到认可；然而，很少有研究纵向探讨它们的发展关联。这一点在青春期早期进行阐明很重要，因为青春期早期是社会发展的一个敏感期，在此期间亲社会行为可以预防后期反社会行为的发展。本研究使用随机截距交叉滞后面板模型，调查了11岁、13岁和15岁（n = 1526；51%为男性）人群中亲社会行为与反社会行为之间的个体内发展关联，以及同伴关系的潜在中介作用。结果表明，无论是自我报告还是教师报告的亲社会行为，都与攻击行为的减少无关，但表明教师报告的亲社会行为对欺凌行为有直接的保护（“促进”）作用。这些发现表明，在青春期早期促进亲社会行为可能有助于在青少年早期到中期的发展过程中减少一些反社会行为。可以探索将提高亲社会行为作为基于学校的反欺凌干预等干预方法的一个目标。
