Subjects: Psychology >> Developmental Psychology submitted time 2024-05-29
Abstract： Prosocial behavior is a major aspect of social functioning in childhood and adolescence. Research has indicated relations between parental warmth and children’s prosocial behavior. However, the meachanims for the relations remain unclear, especially in non-Western countries. The primary purpose of the present longitudinal study was to explore the role of children’s group orientation in linking parental warmth and children’s prosocial behavior. Group orientation, characterized as concern for group welfare and interpersonal harmony, has been particularly emphasized in socialization and believed to regulate children’s behaviors in social interaction in Chinese collectivistic society. To address the gap in the literature, this study examined the transactional relations among perceived parental warmth, child group orientation, and child prosocial behavior with a focus on the mediating effects of group orientation.
Multi-wave longitudinal data were collected each year from Grade 4 to Grade 6 in a sample of five randomly selected regular public elementary schools in China (initial N = 1033; 49.5% girls; initial Mage = 10.28 years, SD = 0.69). Data on parental warmth, group orientation, and prosocial behavior were obtained from multiple sources including self-reports and teacher ratings. Measurement invariance tests were first conducted for the measures with multiple indicators across three times of measurement. Next, latent cross-lagged panel models were constructed to examine the relations among maternal/paternal warmth, group orientation, and prosocial behavior controlling children’s gender and parental educational level. Multigroup analyses were also conducted to examine gender differences in the models.
The results showed that maternal warmth positively predicted later prosocial behavior, and child prosocial behavior positively predicted later paternal warmth. Both paternal and maternal warmth positively predicted child group orientation, which in turn positively predicted child prosocial behavior; group orientation was a mediator of the contributions of parental warmth to prosocial behavior. Multigroup analyses showed no significant gender differences in the cross-lagged paths.
The findings highlight the crucial role that group orientation plays in the link between parental warmth and children’s prosocial behavior. The study has significant implications for early intervention to promote children’s prosocial behavior.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The watching-eyes effect is a phenomenon where an individual’s behavior changes in response to images depicting eyes. Multiple experiments have shown that this effect occurs during cooperative behavior. Several psychological processes can explain the watching-eyes effect, including reputation, the rule mechanism, reward and punishment, as well as various cognitive mechanisms. Additionally, some factors seem to limit the effect, including presence of others, task type, individual public consciousness, group identity, and cue (i.e., eyes image) presentation method. Currently, the stability of the watching-eyes effect remains controversial. Thus, future studies should examine individual or intergroup differences that could potentially influence stability. Notable variables include gender, culture, brain physiology, and social- application value.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Discrimination perception refers to the unfair, negative or harmful treatment that an individual perceives due to membership in a group. This experience is subjective and affects the individual’s psychology and behaviour. Cooperation is the basic form of social interaction, which is an essential part of personal social development and an important issue for sustainable human growth. Junior high school students undergo puberty, a stage of rapid development of mind and body. This development is inseparable from the interaction with and feedback from the environment. In this study, the purpose is to reveal the influence of discrimination perception on the cooperative tendency and behaviour of junior high school students from the perspective of traits and status. The first part of the study was measured using Cai Min's Education Discrimination Questionnaire. Survey participants were 752 first-year students who performed three measurements in November 2016, April 2017 and November 2017 (T1 to T3, respectively) to explore the influence of discrimination perception on their cooperative tendencies. The second part of the study was carried out using a multi-round investment public goods dilemma paradigm. This experiment was organised into a 2 (discrimination perception level: high discrimination perception, low discrimination perception) × 2 (group type: inner group, outside group) factorial design. The discrimination perception level is the inter-subject variable and the group type is the intra-subject variable. Each participant carries out 12 rounds of investment, in which the cooperation object of the first six rounds is a member of the outside group and that of the last six rounds is a member of the inner group. The dependent variable is the cooperative behaviour of the participants, measured as the investment ratio (ratio of each round of investment to the current round of principal) and the contribution rate (ratio of each round of investment to the bottom line of public accounts return of 200). The participants in the experiment were 68 junior high school students selected from results of the T3 discrimination perception questionnaire, namely, the top 27% with high discrimination perception and bottom 27% with low discrimination perception. The outside group situation was controlled by the simulated point estimation experiment. Results showed that: (1) At the three time points, a significant negative correlation was observed between the discrimination perception among junior high school students and the cooperative tendency. From the vertical point of view, the cooperative tendency of T1 could negatively predict the discrimination perception in T2, which in turn negatively predicted the cooperative tendency in T3; (2) in the first three rounds of investment ratio and contribution rate of public goods dilemma, the interaction effect of discrimination perception and group type was significant; in the last three rounds, only the main effects of discrimination perception on investment ratio and contribution rate and of group type on contribution rate were observed. Findings suggest a vertical spiral between the discrimination perception and cooperative tendency. At the beginning of the interaction, the cooperative behaviour of the inner group preference is only observed in the low discrimination perception group, and the influence of discrimination perception on the cooperative behaviour is regulated by the group type. With the extension of interaction time, the regulatory effect of the group type disappears and the inner group preference of cooperative behaviour generally increases.
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