Prada-Mateus M, Obando D, Sandoval-Reyes J, Mejía-Lozano M A, Hill J
Depertment of Psychology and Behavioral Sciences, Universidad de La Sabana, Autopista Norte de Bogotá. Chía, Campus del Puente del Común, Km. 7, Cundinamarca, Colombia.
Department of Psychology, Manchester Metropolitan University, Manchester, UK.
Child Psychiatry Hum Dev. 2024 Oct 29. doi: 10.1007/s10578-024-01762-7.
Prosocial behavior is a relevant indicator of children's socio-emotional development linked to decreased conduct and emotional problems. The present study aimed to identify cross-sectional direct effects of parental involvement on prosocial behavior in three-time assessments at ages 3, 5, and 7 years, to identify carryover effects of the study constructs, and to identify the evolution of these effects over time. A sample of 235 Colombian families participated at t0, 220 at t1, and 145 at t2 by completing self-reported questionnaires for prosocial behavior using the Strengths and Difficulties Questionnaire and the Alabama Parenting Questionnaire for parental involvement. Using PLS-SEM path modeling, we found that the contribution of parental involvement to prosocial behavior was significant in the three assessments. Carryover analyses indicated that initial levels of parental involvement and initial levels of prosocial behavior predict later levels. Using multigroup analysis, we tested significant changes in the path coefficients of direct effects, finding nonsignificant results. For carryover effects, we found changes in parental involvement between t0/t1 and t1/t2. Finally, t-test analyses were used to identify changes in the construct's means over time, finding significant changes between parental involvement at t1 and t2. No mean differences were found for prosocial behavior. Results from this study highlight the relevance of parental involvement during childhood for maintaining children's levels of prosocial behavior and reducing the risk of socio-emotional problems. Preventive approaches for these problems should include parents' training on parental involvement from age 3.5 years or earlier.
亲社会行为是儿童社会情感发展的一个相关指标，与行为和情绪问题的减少有关。本研究旨在确定在3岁、5岁和7岁时进行的三次评估中，父母参与对亲社会行为的横断面直接影响，确定研究构念的延续效应，并确定这些效应随时间的演变。235个哥伦比亚家庭的样本在t0时参与，220个在t1时参与，145个在t2时参与，他们通过使用优势与困难问卷和亲社会行为的自我报告问卷以及阿拉巴马父母参与问卷来完成调查。使用偏最小二乘结构方程模型（PLS-SEM）路径建模，我们发现在三次评估中，父母参与对亲社会行为的贡献是显著的。延续性分析表明，父母参与的初始水平和亲社会行为的初始水平可以预测后期水平。使用多组分析，我们测试了直接效应路径系数的显著变化，结果不显著。对于延续效应，我们发现在t0/t1和t1/t2之间父母参与存在变化。最后，使用t检验分析来确定构念均值随时间的变化，发现在t1和t2时父母参与之间存在显著变化。亲社会行为未发现均值差异。本研究结果强调了童年时期父母参与对于维持儿童亲社会行为水平和降低社会情感问题风险的相关性。针对这些问题的预防方法应包括从3.5岁或更早开始对父母进行关于父母参与的培训。
