Honesty-humility in school: Exploring main and interaction effects on secondary school students' antisocial and prosocial behavior.

Autor/inn/en	Allgaier, Katharina; Zettler, Ingo; Wagner, Wolfgang; Püttmann, Samantha; Trautwein, Ulrich
Titel	Honesty-humility in school: Exploring main and interaction effects on secondary school students' antisocial and prosocial behavior. Gefälligkeitsübersetzung: Ehrlichkeit-Bescheidenheit in der Schule: Untersuchung der Haupt- und Interaktionseffekte auf das antisoziale und prosoziale Verhalten von Sekundarstufenschülern.
Quelle	In: Learning and individual differences, (2015) 43, S. 211-217Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
Schlagwörter	Dissozialität; Ehrlichkeit; Persönlichkeitsmerkmal; Prosoziales Verhalten; Sekundarbereich; Schüler; Schülerin; Vorhersage
Abstract	Examined the connection between honesty-humility and social behavior among adolescents, and assessed the potential effects of situational characteristics on prosocial or antisocial behavior. The authors hypothesize that honesty-humility is negatively linked to antisocial behavior and positively linked to prosocial behavior. It is further assumed that students with high honesty-humility exhibit more prosocial and less antisocial behavior regardless of situational characteristics, while students low on honesty-humility are differentially affected by situational characteristics. Participants were given the HEXACO Middle School Inventory (HEXACO-MSI) to assess honesty-humility. Four to six weeks later, vignettes of realistic school situations were presented, and students' antisocial and prosocial behavior was assessed. Results confirmed expectations. Students with higher honesty-humility reported higher levels of prosocial behavior and lower levels of antisocial behavior. Students with lower honesty-humility responded according to the situational characteristics, with less antisocial behavior when the situation discouraged it, and more when no negative consequences were expected. In conclusion, situational characteristics can interact with honesty-humility and predict student behavior. The influence is stronger for students low on honesty-humility, who tend to react according to situational inducements. Students higher on honesty-humility are less affected, tending to exhibit more prosocial behavior regardless of the situation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3