Developmental analysis of social cognitive and behavioral differences between popular and rejected children☆
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Why are empathic children more liked by peers? The mediating roles of prosocial and aggressive behaviors
2019, Personality and Individual DifferencesCitation Excerpt :Child cognitive factors such as child empathy (Chow, Ruhl, & Buhrmester, 2013; Gleason, Jensen-Campbell, & Ickes, 2009), and behavioral factors such as prosocial behavior (Caputi, Lecce, Pagnin, & Banerjee, 2012) and aggression (Wang, 2017) have been closely linked with peer acceptance. Research has shown that either aggressive behaviors (Deković & Gerris, 1994) or prosocial behaviors (Caputi et al., 2012) could only partially mediate the association between child empathy and peer acceptance. Children could behave aggressively or prosocially due to environmental influence, namely, they might enact both aggressive and prosocial behaviors in the long run.
Factors influencing the development of empathy and pro-social behaviour among adolescents: A systematic review
2018, Children and Youth Services ReviewCitation Excerpt :For instance, an array of research suggests that empathy and prosocial responding play an essential role in the development of healthy social and emotional functioning (Shaffer & Kipp, 2010). Specifically, evidence suggests that empathy and prosocial responding are associated with greater quality peer relationships (Deković & Gerris, 1994); greater social competence (Saarni, 1990), less prejudice (Dovidio et al., 2010); greater academic achievement (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000; Wentzel, 1993), as well as lower aggression (Raskauskas, Gregory, Harvey, Rifshana, & Evans, 2010) and antisocial behaviour (Barr & Higgins-D'Alessandro, 2007). Notably, research also indicates that engaging in prosocial and empathic behaviour during childhood and adolescence, promotes greater social and cognitive adjustment (Lenzi et al., 2014; Schmidt, Shumow, & Kackar, 2007), and sets the stage for citizenship and responsibility (Hope & Jagers, 2014; Wray-Lake & Syvertsen, 2011), throughout the lifespan.
Cognitive and affective empathy among adolescent siblings of children with a physical disability
2018, Disability and Health JournalPerspectives on Perspective Taking: How Children Think About the Minds of Others
2017, Advances in Child Development and BehaviorCitation Excerpt :The individual differences approach to measuring theory of mind capacities has been especially fruitful at predicting children's social competencies (Walker, 2005). For instance, children who score higher on theory of mind measures (e.g., tasks that measure emotional understanding, perspective taking, and false-belief reasoning) are more likely to engage in prosocial behavior (Deković & Gerris, 1994; Denham, 1986; Lalonde & Chandler, 1995; Nelson & Crick, 1999; Watson, Nixon, Wilson, & Capage, 1999). A meta-analysis of 76 studies of children between the ages of 2 and 12 years suggests that individual differences in theory of mind are positively, albeit modestly, predictive of propensities for helping, sharing, comforting, and coordinating with others to achieve shared goals (r = 0.19; Imuta, Henry, Slaughter, Selcuk, & Ruffman, 2016).
Altered Neural Processing to Social Exclusion in Young Adult Marijuana Users
2016, Biological Psychiatry: Cognitive Neuroscience and NeuroimagingNeural responses to exclusion predict susceptibility to social influence
2014, Journal of Adolescent HealthCitation Excerpt :Second, our chief findings are correlational; it is possible that individuals who later took more risks in the presence of peers also showed increased responsiveness in the social pain and mentalizing networks due to a third variable or that susceptibility to risky peer influence sensitizes the brain systems in question. Prior work [26] reported that neural activity in the brain's social pain network (including dACC, subgenual ACC, and AI), as well as DMPFC during exclusion > inclusion, was associated with interpersonal competence scores in adolescents, which may also be associated with social influences [71]. Third, driving simulators provide external validity with respect to relative risk behavior under different conditions while controlling for a number of confounding variables in actual driving and ethically manipulating crash risk [38,39].
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This research was supported by a grant of the Dutch Organization for Scientific Research (N.W.O. 57-219).
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We gratefully acknowledge the help of the teachers, children, and parents whose cooperation made this study possible. Special thanks are also tendered to Jan Janssens for his assistance with data management and constructive comments on earlier drafts.