Predicting Differentiated Developmental Trajectories of Prosocial Behavior: A 12-Year Longitudinal Study of Children Facing Early Risks and Vulnerabilities

Autor/inn/en	Shi, Qinxin; Ettekal, Idean; Liew, Jeffrey; Woltering, Steven
Titel	Predicting Differentiated Developmental Trajectories of Prosocial Behavior: A 12-Year Longitudinal Study of Children Facing Early Risks and Vulnerabilities
Quelle	In: International Journal of Behavioral Development, 45 (2021) 4, S.327-336 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shi, Qinxin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025420935630
Schlagwörter	Prosocial Behavior; Child Development; Elementary Secondary Education; Predictor Variables; At Risk Persons; Low Income Groups; At Risk Students; Resilience (Psychology); Personality Traits; Behavior Problems; Intelligence; Academic Ability; Gender Differences; Racial Differences; Ethnicity; Parent Child Relationship; Mothers; Socioeconomic Status; Teacher Student Relationship; Affective Behavior; Conflict; Peer Acceptance; Rejection (Psychology); Correlation; Individual Characteristics; Texas; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Kindesentwicklung; Prädiktor; Risikogruppe; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Intelligenz; Klugheit; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Socio-economic status; Sozioökonomischer Status; Teacher student relationships; Lehrer-Schüler-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Konflikt; Ablehnung; Korrelation; Personality traits
Abstract	The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, antecedents consisted of risk and protective factors from both individual (i.e., ego-resilient personality, behavior problems, intelligence, academic performance, gender, and ethnicity) and contextual domains (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher-child warmth and conflict, and peer acceptance and rejection). We identified four distinct prosocial trajectories including a high-stable (52.5%), high-desisting (15%), moderate-increasing (20.6%), and low-stable class (11.9%). Results revealed that the low-stable, high-desisting, and moderate-increasing classes were associated with lower ego resiliency, higher behavior problems, lower teacher-child warmth, higher teacher-child conflict, and peer rejection in early childhood, compared to the high-stable group. Boys and African Americans were more likely to be in the low-stable, high-desisting, and moderate-increasing classes. Individual characteristics such as ego-resilient personality and contextual influences such as teacher-child warmth served as common protective antecedents. Interestingly, teacher-child conflict served as a unique predictor for the high-desisting class, and behavior problems and peer rejection served as unique predictors for the low-stable class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01