Using vignette experiments, this thesis examines individuals’ decision-making in various social dilemmas. A case study of littering behavior amongst university students in Lao People's Democratic Republic is used to investigate whether individual preferences are stable across littering dilemmas and other social dilemmas. This study further investigates if a visual prompt can encourage prosocial behavior in littering situations. The results show that behavior in social dilemmas is dependent on individual preferences. Additionally, the study finds little evidence that visual prompts could be used in order to efficiently decrease littering in Laos. However, a negative relationship is found between littering behavior and knowledge regarding the consequences of littering. These findings indicate that policy makers could use knowledge increasing campaigns in order to increase prosocial decision making regarding littering. Yet, further studies are needed in order to validate the results. Lastly, we also find differences in what influence littering behavior, depending on the item being littered.

Much is known about when children acquire an understanding of mental states, but few, if any, experiments identify social contexts in which children tend to use this capacity and dispositions that influence its usage. Social exclusion is a common situation that compels us to reconnect with new parties, which may crucially involve attending to those parties’ mental states. Across two studies, this line of inquiry was extended to typically developing preschoolers (Study 1) and young children with and without anxiety disorder (AD) (Study 2). Children played the virtual game of toss “Cyberball” ostensibly over the Internet with two peers who first played fair (inclusion), but eventually threw very few balls to the child (exclusion). Before and after Cyberball, children in both studies completed stories about peer-scenarios. For Study 1, 36 typically developing 5-year-olds were randomly assigned to regular exclusion (for no apparent reason) or accidental exclusion (due to an alleged computer malfunction). Compared to accidental exclusion, regular exclusion led children to portray story-characters more strongly as intentional agents (intentionality), with use of more mental state language (MSL), and more between-character affiliation in post-Cyberball stories. For Study 2, 20 clinically referred 4 to 8-year-olds with AD and 15 age- and gender-matched non-anxious controls completed stories before and after regular exclusion. While we replicated the post regular-exclusion increase of intentional and MSL portrayals of story-characters among non-anxious controls, anxious children exhibited a decline on both dimensions after regular exclusion. We conclude that exclusion typically induces young children to mentalize, enabling more effective reconnection with others. However, excessive anxiety may impair controlled mentalizing, which may, in turn, hamper effective reconnection with others after exclusion.

Diante da alta prevalência da violência escolar, mostra-se necessário o desenvolvimento de ações voltadas a prevenir esse problema e a criar contextos escolares que sejam mais efetivos em promover comportamentos pró-sociais, desde a primeira infância. Para isso, faz-se importante a realização de estudos de avaliação de necessidades. Esses se situam no ciclo de pesquisa em prevenção, na etapa de estudos de desenvolvimento de intervenções, tendo como um de seus propósitos identificar dificuldades e recursos, com vistas ao delineamento futuro de uma estratégia. Com base no exposto, o presente estudo teve como objetivo realizar uma avaliação de necessidades relacionada à promoção de comportamentos pró-sociais em pré-escolares, com vistas à prevenção à violência na escola. Trata-se de um estudo avaliativo de métodos mistos, que abrangeu uma amostra de quatro professoras e 67 crianças de uma escola pública de educação infantil, localizada em uma cidade do sudeste paulista. Para a coleta de dados foram utilizados formulário de registro de observação das práticas potencialmente promotoras de comportamentos pró-sociais, das professoras, nas interações com as crianças, formulário de registro de observação da ocorrência de comportamentos pró-sociais nas interações entre crianças, inventário destinado a acessar habilidades sociais educativas do professor (IHSE-Prof), formulários de extração de dados dos planos semanais e planejamento bimestral dos professores, roteiro de entrevista semiestruturada e roteiro para discussão do grupo focal. Foi realizado um estudo piloto com uma professora e sua turma, de outro período da escola, para refinar os procedimentos propostos. Os dados provenientes de cada fonte passaram por tratamentos específicos e foram submetidos a análises descritivas. Foram detectados recursos e dificuldades para a promoção de comportamentos pró-sociais e prevenção à violência na escola participante. Os recursos incluem a existência de práticas potencialmente promotoras de comportamentos pró-sociais, nos repertórios das professoras, sendo alguns mais variados e outros menos, a presença dos referidos comportamentos nos repertórios das crianças, a compreensão abrangente sobre a missão da Educação Infantil pela maioria das professoras e o posicionamento favorável ao desenvolvimento de uma intervenção futura na instituição de ensino. As dificuldades incluem lacunas na formação do professor, prejuízo na disponibilidade de suportes à prática, repertório de habilidades sociais educativas a ser desenvolvido, entendimento menos amplo sobre os atributos do professor da Educação Infantil, inconstância na elaboração do planejamento, pequena quantidade de conteúdos planejados relacionados à promoção de comportamento pró-social e habilidades sociais, e percepção de que a violência que se expressa na escola decorre apenas de eventos externos à instituição. Assim, os achados do presente estudo oferecem elementos para a discussão sobre o processo de escolarização na Educação Infantil junto à escola participante e ao município, com implicações para o redirecionamento de ações voltadas para o ensino, bem como fornece subsídios para a tomada de decisão acerca de ações destinadas à promoção de comportamentos pró-sociais e prevenção à violência na escola / Given the high prevalence of school violence, it is necessary to develop actions aimed at preventing the problem and creating school contexts more effective in promoting prosocial behaviors from an early age. For this, it is important to carry out needs assessment studies. These are located in the prevention research cycle, at the stage of interventions development studies, having as one of its purposes the identification of difficulties and resources, in order to design a future strategy. Considering the above, the aim of this study was to conduct a needs assessment related to prosocial behavior promotion in preschool children, in order to prevent school violence. This is a mixed methods evaluative study, that included a sample of four teachers and 67 children from a public preschool, located in a city in southeastern São Paulo. To collect data, there were used an observation form to register teachers practices related to prosocial behavior promotion, an observation form to register occurrence of prosocial behaviors among children, an inventory aimed at access teachers educational social skills (IHSE-Prof), data extraction forms of weekly plans and bimonthly teacher planning, a semi-structured interview guide and a discussion focus group guide. A pilot study was conducted with a teacher and her class from another period of the school in order to refine proposed procedures. Data from each source underwent specific treatments and were submitted to descriptive analyzes. Resources and difficulties were detected for prosocial behavior promotion and violence prevention in the participating school. Resources include the existence, in teachers repertoire, of practices that potentially promote prosocial behavior, some of them being more varied and others less, the presence of prosocial behaviors in children repertoires, a comprehensive understanding of preschool education mission, by most of the teachers, and teachers favorable opinion in what concerns to the development of a future intervention in the school. Difficulties include teacher training gaps, lack of support for practice, repertoire of educational social skills to be developed, less understanding about the attributes of the preschool teacher, inconstantly planning and few planned content related to the promotion of prosocial behavior and social skills, and the perception that violence expressed in school only results from events occurred outside the institution. Thus, findings from the present study offer elements for the discussion about the process of schooling in the participating preschool and in the city where the institution is located, as well as have implications for the redirection of actions related to teaching, and provide subsidies for decision making of actions aimed at promoting prosocial behavior and preventing violence in schools

En 2007, une étude menée par Hamlin, Wynn et Bloom a montré qu’à 6 mois les jeunes enfants disposent de capacités d’évaluation sociale, qui s’illustrent dans leur préférence pour des personnages prosociaux. Depuis, de nombreuses études ont tenté de retrouver la préférence pour un personnage prosocial. Parmi elles, certaines n’ont pas retrouvé ce résultat, questionnant la solidité de ces capacités.L’objectif de cette thèse est de tester l’existence et la robustesse de la préférence pour un comportement prosocial chez les jeunes enfants en manipulant : 1) l’âge (6, 12, 18, 24, 36 mois), le type de scénario social (aide, jeu, partage), et l’apparence faciale des agents prosociaux et antisociaux (familière ou inhabituelle). Dans cet objectif, quatre études ont été réalisées auprès de 446 enfants âgés de 6 à 36 mois qui ont visionné des dessins animés faisant interagir des agents prosociaux et antisociaux. Leurs préférences ont été identifiées par un geste de pointage/atteinte ou à l’aide d’un oculomètre.Nos résultats montrent que la préférence pour un comportement prosocial est observée quasiment à tous les âges testés, et varie en fonction du scénario social. Enfin, dans les situations sensées être conflictuelles au regard des préférences des jeunes enfants, ces derniers n’expriment majoritairement pas de préférence. L’ensemble des résultats remettent en question la solidité d’une préférence précoce pour un comportement prosocial et questionnent les conditions nécessaires à son observation. Les résultats de cette thèse sont discutés à la lumière de questionnements méthodologiques et d’études récentes qui fragilisent les résultats princeps d’Hamlin et ses collaborateurs. / In 2007, a study carried out by Hamlin, Wynn, and Bloom showed that infants aged 6 months are able to make social evaluation, that could be identified through their preference for prosocial characters. Since, a number of studies have tried to confirm this preference for prosocial characters. Of these, some did not find similar result, raising question on the robustness of this ability.This dissertation aims to test the existence and the strength of the preference for prosocial behaviors in infants by manipulating: 1) age (6, 12, 18, 24 and 36 months), the type of the social scenario (help, play, share), and the facial appearance of the prosocial and antisocial agents (familiar or unusual). To that end, four studies have been carried out with 446 infants aged 6 to 36 months who were shown specially designed animated cartoons in which prosocial and antisocial agents interacted. Infants’ preference was identified through their pointing/reaching gesture or assessed by an eye-tracker. Our results show that the preference for the prosocial behaviors was observed in nearly all the tested age, and varied according to the social scenario. Finally, in the situation assumed to be conflicting infants' preferences, infants mostly did not express any preference. All results challenge the strength of the preference for prosocial behaviors as well as the conditions that must be met to observe it. The results of this dissertation are discussed in the light of methodological issues and recent studies that weaken Hamlin and collaborators’ original results.

I denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.

<p>I denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.</p>

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-07-18T14:18:10Z No. of bitstreams: 1 arquivototal.pdf: 1555350 bytes, checksum: e33fa6aeaca7353896df4c0f250ebb2a (MD5) / Made available in DSpace on 2017-07-18T14:18:10Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1555350 bytes, checksum: e33fa6aeaca7353896df4c0f250ebb2a (MD5) Previous issue date: 2015-02-23 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The priming of human values is studied insufficiently in the literature, defendant efforts that seek to prove their effectiveness in changing behavior. In this dissertation, adopting the functionalist theory of human values, we sought to contribute to the literature on this relationship. Thus were prepared four studies aiming to develop a reliable measure of civility, identify related evaluative this construct and evaluate the effect of priming values in this behavior. The first study aimed to develop a self-report scale of civility, and counted with the participation of 510 university students (M = 22.2, SD = 6.39; 56.2% female). Through an exploratory factor analysis (PAF method), this study showed a measure with three-factor structure, presenting satisfactory internal consistency indices (α > .80). The second study evaluated the evaluative correlates of civility, using the scale developed in Study 1, and tested the prediction of priming values in this construct and was used a sample of 184 university students (M = 24.7, SD = 7.03; 51.1% female). As a result, significant correlations were found between the sub-functions with type of central and personal guidance with the civility scale. However, the results showed no significant effect of priming values in this construct. The third study had the same objectives of the study two, however it was used as output variable an implicit measure of civility, seeking to reduce the bias inherent in the self-report measures. He was assisted with a sample of 65 university students (M = 20.5, SD = 2.49; 73.8% women). The results of this study showed significant results only for the correlation between the normative Sub and the implicit measure of civility. In addition, also met marginally significant relationship between supra Sub and measurement (p = 0.08). Concerning the influence of the priming on the implicit measurement values of civilization, there were no significant effects. The fourth and final study was the last attempt of this dissertation to confirm evaluative correlates of civility and evaluate the effect of different types of priming in this construct. To this end, counted with the participation of 61 university students (M = 22.5, SD = 4.72; 57.4% female). The results indicated significant correlations only between civility behavior and the supra Sub. In relation to priming values, again not yielded any significant results. Given the above, the results previously reported indicated that there is a clear relationship between the values and the civility behavior. However, the findings regarding the influence of priming values civility did not support the evidence that others present studies in the literature presented. These findings indicate that priming technique used was not effective to activate the evaluative content that could cause effects on behavior. Maybe by the relevant abstract character to construct stimulated, need more complex stimuli and involving greater effort, as the studies in the literature that found significant effects. / O priming de valores humanos é estudado de maneira insuficiente na literatura, sendo demandados esforços que busquem comprovar a sua eficácia na mudança de comportamentos. Na presente dissertação, adotando-se a Teoria funcionalista dos valores humanos, buscou-se contribuir com a literatura a respeito desta relação. Deste modo, foram desenvolvidos quatro estudos com os objetivos de elaborar uma medida confiável de civilidade, identificar os correlatos valorativos deste construto e avaliar o efeito do priming de valores neste comportamento. O primeiro estudo buscou desenvolver uma escala de autorrelato de civilidade, tendo contado com a participação de 510 estudantes universitários (M = 22,2; DP = 6,39; 56,2% mulheres). Por meio de uma análise fatorial exploratória (método PAF), este estudo apresentou uma medida com estrutura trifatorial, tendo apresentado índices de consistência interna satisfatórios (α > 0,80). O segundo estudo buscou avaliar os correlatos valorativos da civilidade, utilizando-se a escala elaborada no Estudo 1, e testou-se a predição do priming de valores neste construto, tendo sido utilizada uma amostra de 184 universitários (M = 24,7; DP = 7,03; 51,1% mulheres). Os resultados apresentaram correlações significativas entre as subfunções com tipo de orientação central e pessoal com a escala de civilidade. No entanto, os resultados não apresentaram efeito significativo do priming de valores neste construto. O terceiro estudo teve os mesmos objetivos do Estudo 2, entretanto utilizou-se como variável dependente uma medida implícita de civilidade, buscando reduzir o viés inerente às medidas de autorrelato. Para isso, contou-se com uma amostra de 65 universitários (M = 20,5; DP = 2,49; 73,8% mulheres). Os achados deste estudo apresentaram resultados significativos apenas para a correlação entre a subfunção normativa e a medida implícita de civilidade. Além disso, encontrou-se também uma relação marginalmente significativa entre a subfunção suprapessoal e a medida citada (p = 0,08). No que diz respeito à influência do priming de valores na medida implícita de civilidade, não houveram efeitos significativos. O quarto estudo foi a última tentativa da presente dissertação para confirmar os correlatos valorativos da civilidade e avaliar o efeito de diferentes tipos de priming neste construto. Para tal, contou-se com a participação de 61 universitários (M = 22,5; DP = 4,72; 57,4 % mulheres). Os resultados indicaram correlações significativas apenas entre o comportamento de civilidade e a subfunção suprapessoal. Já em relação ao priming de valores, novamente não obteve-se qualquer resultado significativo. Diante do exposto, os resultados previamente reportados indicaram que há um relacionamento evidente entre os valores e o comportamento de civilidade. No entanto, os achados em relação à influência do priming de valores na civilidade não apoiaram as evidências que outros estudos presentes na literatura apresentaram. Estes achados indicam que a técnica de priming utilizada não foi eficaz para ativar os conteúdos valorativos que pudessem provocar efeitos no comportamento. Talvez pelo caráter abstrato pertinente ao construto estimulado, seja necessário estimulações mais complexas e envolvendo maior esforço, tal como os estudos presentes na literatura que encontraram efeitos significativos.

This thesis deals with two constructs - social desirability and integrity. The main aim of this thesis is to create an interview which will allow to distinguish people by their level of integrity and their tendency to respond in a socially desirable manner. The interview can serve as a face-to-face variant of questionnaire methods. Theoretical foundations of both social desirability as well as integrity are presented in the theoretical part of the thesis. Complexity of both constructs is considered. Therefore, approaches of various authors are presented. Methods for assessing socially desirable responding in self- reports as well as integrity are also presented as part of the theoretical section of this thesis. The effects of social desirability on integrity assessment is discussed, as well. In the empirical part of the thesis the development of the semi-structured interview is described. The interview was developed based on original Czech test battery focusing on personal integrity at the workplace. Specifically, questionnaire Integrita v pracovním a běžném životě alongside with questionnaire assessing social desirability was used. The semi-structured interview contains a total of eight questions. Each question includes short story, and the respondent is asked to judge his / her behavior in this...

Different emotions and behaviors were examined in this study: Emotional Instability. Physicaland Verbal Aggression, and Prosocial Behavior. First of all, we analyzed the correlation betweenratings from different sources (children or teachers). Cultural differences were also discussedwith regards to a sample of 50 children and adolescents, 25 Peruvians and 25 Spanish.Data showed non-significan! differences in Aggressiveness between children and teachers' ratings.Nevertheless, the correlation is higher between Peruvian children and teachers than betweenSpanish ones. On the other hand, Peruvian teenagers showed higher levels of EmotionalInstability whereas the Spanish got higher average ratings in Prosocial Behavior and Aggressiveness.These data could be due to cultural differences. / En este trabajo se estudian distintas emociones y comportamientos: Inestabilidad Emocional, Agresividad Física y Verbal, y Conducta Prosocial. En primer lugar, se analizan las correlaciones entre las puntuaciones pertenecientes a las distintas fuentes informantes (jóvenes y profesores). Se comparan también las diferencias entre distintas culturas (española y peruana). La muestra está compuesta por 50 niños y adolescentes; 25 peruanos y 25 españoles. Los datos muestran que, en Agresividad, no hay diferencias significativas entre las puntuaciones de los jóvenes y los maestros. Sin embargo, aparece una mayor correlación entre jóvenes y profesores peruanos que entre jóvenes y profesores españoles. Por otro lado, los adolescentes peruanos tienen niveles más elevados en Inestabilidad Emocional, mientras que los españoles alcanzan puntuaciones medias más altas en Conducta Prosocial y Agresividad. Estas diferencias entre los grupos pueden estar motivadas por factores culturales.

The present study identifies processes contributing to variability in antisocial and prosocial behaviors in early adolescence. More specifically, we considered how perceived feedback from adults (i.e., adult praise) and peers (i.e., coolness) might account for some of the established associations between peer involvement in prosocial behaviors and an individual's engagement in prosocial and antisocial behaviors in the school context. Both adult praise and peer prosocial behavior are tested as predictors of school engagement and antisocial behavior in schools, with perceived feedback from peers (i.e., coolness) examined as both a mediator and moderator using multilevel analysis (MLM) in a statewide sub-sample (N=6,525) of 8th grade Middle School/Junior High students located in Southwestern United States. Results testing mediation indicate a significantly positive association between reports of peer prosocial behavior and individual's own involvement in prosocial behaviors, and a significantly inverse association between reports of peer prosocial behavior and individual's own antisocial behaviors. Perceived feedback from peers (i.e., coolness) only partially accounted for these associations. Conversely, results testing moderation indicated a significantly positive link between perceived feedback from adults (i.e., adult praise) and individual's own engagement in prosocial behaviors, and an inverse association between perceived feedback from adults (i.e., adult praise) and individual's own antisocial behaviors. No interaction effects were observed for perceived feedback from peers (i.e., coolness) on these associations. These findings extend literature regarding the processes through which peer involvement in prosocial behavior is linked to individual prosocial and antisocial behaviors. This study makes research advancements by considering the contributions of perceived feedback from both adults and peers that can both be significant during early adolescence. These results justify implications for practice and policy related to prevention/intervention efforts that include peer associations, since they matter for prosocial behavior.