The purpose of the present laboratory study was to investigate the relative effects of sharing and nonsharing peer and adult models on the facilitation of prosocial behaviors with and without reinforcement to the model. One hundred and sixty second and third grade children served as subjects and were randomly assigned to six treatment groups and one control group. For replication purposes, half of the subjects participated in each condition prior to the second half doing so. Children in the treatment groups viewed videotaped sequences portraying both a male and female model sharing or not sharing tokens with poor children. Models were either peers or adults. Sharing was either reinforced by praise from an adult or not reinforced; nonsharing was not reinforced. Children in the control group viewed an entertainment program devoid of prosocial or antisocial content. All children received instructions with respect to the acquisition and distribution of tokens which were exchangeable for prizes at the end of the session. Prosocial behaviors were· assessed following the videotaped sequences and included token donations, volunteering of work, and offering help following a staged accident. Children viewing nonsharing and nonreinforced peers had lower token donations than children in other treatment groups and the control group. Although not statistically significant findings, children who viewed peer models exhibiting prosocial behaviors that were reinforced had greater token donations and tended to help in the staged accident more than children in other treatment groups. No differences were found between treatment groups with respect to volunteering work. More children provided help in a staged accident when they had observed sharing peers who were reinforced than children in other conditions. However when children observed nonsharing and nonreinforced adults, they displayed a lower incidence of helping. Vicarious reinforcement produced greater, though not statistically significant, token donations as compared with the absence of reinforcement in both adult and peer treatment conditions. The correlations among donations, volunteering, and helping were found to be low. Modeling in combination with reinforcement of the model was not sufficient to increase prosocial behaviors significantly beyond the performance of a control group. The contribution of peer modeling to the facilitation of prosocial behaviors in the early elementary grades appears slight. Nevertheless, peer models were especially influential in inhibiting prosocial behaviors by the modeling of antisocial responses. The observation of reinforcement contingencies applied to models only slightly increased prosocial behaviors and can not be considered a potent variable in this behavior domain.

Social media is a critical and omnipresent component in Millennials' lives. Using social media can lead to significant social change for societies both online and offline. Social media can be used as a tool to combat domestic and foreign terrorism and to protect our society. Prosocial perceptions and behaviors exhibited on a social media platform can transcend online social culture and produce replicas of those behaviors in the real world. Research in social activism portrayed by Millennials via social media is limited, and research regarding social media use and counterterrorism behaviors of Millennials has not yet been attempted. The current quantitative study assessed social media and its potential use for counterterrorism behaviors by Millennials by establishing if there were correlations between Millennials' social media usage and the existence or potential of using social media for counterterrorism behaviors. Reliability, exploratory factor analyses, as well as linear and hierarchical regression analyses were performed on a sample of 178 participants to establish if social media usage is predictive for counterterrorism behaviors while assessing if any variance is attributed to moderating variables. Positive relationships were found between social media preferences, networking power, and preferences for social responsibilities and counterterrorism behaviors. The survey used a modified instrument to address counterterrorism type behaviors in connection to social media usage, due to the inexistence of such instrument insofar. The results of the study contribute to social change by providing information on how to detect and increase counterterrorism behaviors and attitudes through social learning via social media platforms.

Classwide peer tutoring (CWPT) procedures have been shown to substantially increase academic performance. Other positive outcomes, incidentally observed, include enhanced prosocial behaviors and increased appropriate interactions among peers. This study examined the direct effects of a CWPT program on peer relations and academic performance. A mixed first- and second-grade general education classroom participated in a CWPT spelling intervention with a comparable control classroom. The study consisted of three phases-Baseline (4 weeks), Intervention (6 weeks), and Follow-up (4 weeks). Dependent measures included sociometric peer rating scales and spelling test scores. Results were analyzed by determining mean change for each participant and each social status group for both experimental and control classrooms. The data indicate that CWPT positively influenced students' peer acceptance and improved spelling performance.

This study investigated children's social learning of prosocial behaviors in a transgressor context. Two-to three-year-olds (24-47 months, N = 54) saw videos of an adult help another adult in distress by performing a novel prosocial action. Children were then led to believe that they had transgressed to cause their parent's pain and sadness. It was hypothesized that children in the experimental condition who watched the video and then transgressed would be more likely to perform the novel action (imitation) and to display non-demonstrated prosocial behaviors (goal emulation) relative to children in two control conditions: (a) children who did not view the video but transgressed and (b) children who viewed the video but witnessed a neutral interaction. Children in the experimental condition were no more likely to imitate or emulate than children in the control conditions, suggesting that children have difficulty applying socially learned prosocial behaviors in a transgressor context.

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第22680号 / 文博第843号 / 新制||文||694(附属図書館) / 京都大学大学院文学研究科行動文化学専攻 / (主査)准教授 黒島 妃香, 教授 Anderson James Russell, 教授 平田 聡 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

No description available.

The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the Recognizing Leadership in Children (RLIC) Survey to assess if teachers could recognize leadership from classroom scenarios that were based on actual classroom observations. As part of the survey, teachers wrote how they thought they might respond to the leadership scenarios. As there is a scarcity of literature concerning children’s leadership, the results from this study contribute information to the field. Data from this study indicate that teachers describe child leaders most often as helpful and self-confident with good communication skills. Teachers generally recognize child leadership but recognize obvious leadership behaviors more often than subtle ones. Teachers are more likely to encourage child leadership when they recognize behaviors as leadership; they are more likely to respond to child leadership in a discouraging manner when they do not recognize the behaviors as leadership. Therefore, if teachers learn to recognize child leadership, they could be more supportive, thus creating more developmentally appropriate early childhood classrooms. Keywords: child leadership, early childhood education, gifted, leaders, prosocial behaviors, social skills, teacher expectations, young children

Depuis les années 1980, les investigations des chercheurs sur les comportements des individus en milieu de travail sont de plus en plus tournées vers les comportements plus spontanés et volontaires qui ont pour conséquence, l'amélioration du fonctionnement organisationnel. Connus sous plusieurs vocables tels que les comportements de citoyenneté organisationnelle (Organ, 1988 ; Paillé, 2006), comportements organisationnels prosociaux (Brief & Motowidlo, 1986 ; Desrumaux, Léoni, Bernaud, & Defrancq, 2012…), ces conduites ont été à l'origine définies comme « le comportement individuel qui est discrétionnaire, non directement ou explicitement reconnu par le système formel de récompense et qui, dans l'ensemble, promeut le fonctionnement efficace et effectif de l'organisation » (Organ, 1988, p4). Par ailleurs, les études empiriques en proposent différentes catégorisations. Une première est basée sur des groupes de comportements (Organ, 1988 ; Podsakoff, MacKenzie, Moorman, & Fetter, 1990) et la deuxième sur une division en deux grands dimensions selon qu'ils s'orientent vers une cible particulière (organisation vs individu), regroupant chacune des sous catégories (Williams & Anderson, 1991). En nous basant sur ces différentes catégorisations et en prenant appui sur la théorie de l'échange social, cette thèse de doctorat se propose d'examiner le rôle des variables aussi bien organisationnelles qu'individuelles dans la prosocialité des individus en milieu de travail. Concrètement, il s'agit d'analyser les influences des caractéristiques liées à l’organisation (la justice organisationnelle et le soutien de l'organisation), la satisfaction au travail, l'engagement organisationnel, la personnalité, les affects et l'empathie sur les CPST. Un modèle complet qui inclut toutes ces variables a, de ce fait, été proposé. Ce modèle suggère que les inducteurs organisationnels et individuels affectent les CPST par les médiations de la satisfaction au travail, les affects et l'empathie. Les résultats des analyses des études conduites à cet effet confortent certaines hypothèses relationnelles, et tendent à reproduire une catégorisation en deux dimensions.Ainsi, les études réalisées permettent de constater que la prosocialité des salariés est positivement liée à plusieurs critères tels que le soutien organisationnel perçu, les justices distributive, procédurale et interpersonnelle et l'engagement organisationnel. Les résultats obtenus soutiennent également le rôle médiateur de l'empathie et des affects dans la relation entre les justices distributive et procédurale, l'engagement affectif et les comportements prosociaux.En termes de contributions, cette thèse alimente la réflexion sur une base théorique solide à l'égard de la prosocialité organisationnelle des travailleurs. Ensuite, la recherche pallie certaines limites relatives aux études antérieures inhérentes à l'étude d'un nombre réduit des dimensions de prosocialité et des variables antécédentes. Finalement, cette thèse permet de mieux cerner les antécédents et le rôle des comportements prosociaux au travail. / Since the 1980s, the researchers investigating the behavior of individuals in the workplace have been increasingly facing the most spontaneous and voluntary behaviors which result in the improvement of organizational functioning. Known by several vocables such as organizational citizenship behaviors (Organ, 1988 ; Paille, 2006), organizational prosocial behaviors (Brief & Motowidlo, 1986 ; Desrumaux, Léoni, Bernaud & Defrancq, 2012…), these actions have been originally defined as "individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system and that, overall, promotes the efficient and effective functioning of the organization" (Organ, 1988, p. 4). However, empirical studies offer different categorizations. The first is based on groups of behaviors (Organ, 1988 ; Podsakoff, MacKenzie, Moorman, & Fetter, 1990) and the second on a division in two dimensions as they are moving towards a particular target (organization vs. individual), each containing subcategories (Williams & Anderson, 1991). Based on these categorizations and relying on the theory of social exchange, this thesis will examine the role of either organizational or individual variables both in the prosociality of individuals in the workplace. In fact, it is to analyze the influence of work-related characteristics (organizational justice and organizational support), job satisfaction, organizational commitment, personality, emotions and empathy on CPST. A full model that includes all these variables has therefore been proposed. This model suggests that organizational and individual inducers affect CPST by mediation of job satisfaction, affects and empathy. Analytical results of studies conducted for this purpose reinforce some relational hypothesis and tend to reproduce a two-dimensional categorization. Thus, the present study shows that the prosociality of employees is positively related to several criteria such as perceived organizational support, distributive, procedural, interpersonal justices and organizational commitment. The results also support the mediator roles of empathy and affects in the relationship between distributive and procedural justices, affective involvement and prosocial behaviors. In terms of contributions, this study gives rise to the establishment of a strong theorical basis to organizational prosociality of workers. Then, this research overcomes some limitations of the previous studies inherent to the study of a small number of prosociality dimensions and antecedent variables. Finally, this research provides more information about the history and role of prosocial behaviors at work.

The purpose of this mixed methods study was to determine if consistent exposure to classroom pets in public elementary school classrooms affected children’s empathy. The sample included 44 students (females = 22; males = 22; mean age = 8.3 years) from four third-grade classrooms. A pre-test, post-test design was used to measure students’ empathy levels, and percentage changes in empathy scores were recorded for all groups. The sample was a convenience sample, and random assignment to treatment groups was not possible. Treatment included using classroom pet fish along with empathy-based lessons. Of the four participating classrooms, one classroom was the Control Group, with no classroom pet and no lessons. A second classroom was the Pet Only group (pet fish in the classroom, but no empathy-based treatment regimen). The third classroom was the Lessons Only group, which had no pet but the students engaged in a series of empathy-based mini lessons. The fourth classroom was the Pet+Lessons group, where students cared for, and interacted with, the classroom pet fish in addition to participating in a 4-week empathy-based treatment regimen. Each group participated in pre- and post-tests using the Bryant Index of Empathy for Children and Adolescents (Bryant, 1982), and the Lessons Only and Pet + Lessons group had four consecutive weeks of empathy-based mini lessons (each lesson with an opportunity for expansion through a project-based approach). This was followed by one week to reflect on the learning through final discussions and to re-administer the post-test. After exposure to the classroom pet and the empathy intervention, the three treatment groups all experienced an increase in empathy, while the Control Group experienced a decrease, suggesting that classroom pets, project-based empathy lessons, or a combination of both all had a positive impact on children’s empathy. Additionally, qualitative data in the form of interviews with classroom teachers, field notes from the researcher during empathy lessons, and examination of children’s empathy journals was analyzed to gain more knowledge on teacher and student perspectives of teaching and learning empathy and working with a classroom pet. Results are discussed relative to future research and classroom practices.

No description available.