Prosocial development from childhood to adolescence: a multi-informant perspective with Canadian and Italian longitudinal studies / Amélie NANTEL-VIVIER in Journal of Child Psychology and Psychiatry, 50-5 (May 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.590-598 Titre : Prosocial development from childhood to adolescence: a multi-informant perspective with Canadian and Italian longitudinal studies Type de document : Texte imprimé et/ou numérique Auteurs : Amélie NANTEL-VIVIER, Auteur ; Sylvana M. CÔTÉ, Auteur ; Marinella PACIELLO, Auteur ; Maria Grazia GERBINO, Auteur ; Concetta PASTORELLI, Auteur ; Gian Vittorio CAPRARA, Auteur ; Katja KOKKO, Auteur ; Frank VITARO, Auteur ; Richard E. TREMBLAY, Auteur ; Robert O. PIHL, Auteur Année de publication : 2009 Article en page(s) : p.590-598 Langues : Anglais (eng) Mots-clés : Prosocial-behaviours longitudinal-analysis Index. décimale : PER Périodiques Résumé : Objectives: To longitudinally describe prosocial behaviour development from childhood to adolescence, using multiple informants within Canadian and Italian samples. Method: Participants in Study 1 were 1037 boys from low socioeconomic status (SES) areas in Montreal, Canada, for whom yearly teacher and mother reports were obtained between the ages of 10 and 15. Participants in Study 2 were 472 children (209 girls) from Genzano, Italy, for whom yearly self and teacher reports were obtained between the ages of 10 and 14. Developmental trajectories were estimated from ratings by each informant to identify subgroups of children following distinct courses of prosocial development. Results: In Study 1, three trajectory groups (low/declining 53%, high/declining 16%, high/steep declining 31%) were identified from teacher ratings, while five trajectories (low/stable 7%, low/declining 19%, moderate/stable 41%, high/declining 24%, high/stable 9%) were identified from mother ratings. Small but significant associations were observed between mother and teacher ratings. In Study 2, three trajectory groups (low/stable 9%, moderate/stable 50%, high/stable 42%) were identified from self-ratings, while four trajectory groups (low/stable 8%, moderate/declining 48%, high/declining 37%, increasing 7%) were identified from teacher ratings. Small but significant associations were observed between self- and teacher ratings. Conclusions: The present studies investigated levels of prosocial behaviours from childhood to adolescence, using a multi-informant, cross-cultural perspective. All but one of the developmental trajectories identified were characterised by stable or declining levels of prosocial behaviours. Further research longitudinally investigating prosociality across developmental periods is needed to clarify prosocial behaviour development over time. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02039.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731 [article] Prosocial development from childhood to adolescence: a multi-informant perspective with Canadian and Italian longitudinal studies [Texte imprimé et/ou numérique] / Amélie NANTEL-VIVIER, Auteur ; Sylvana M. CÔTÉ, Auteur ; Marinella PACIELLO, Auteur ; Maria Grazia GERBINO, Auteur ; Concetta PASTORELLI, Auteur ; Gian Vittorio CAPRARA, Auteur ; Katja KOKKO, Auteur ; Frank VITARO, Auteur ; Richard E. TREMBLAY, Auteur ; Robert O. PIHL, Auteur . - 2009 . - p.590-598. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.590-598 Mots-clés : Prosocial-behaviours longitudinal-analysis Index. décimale : PER Périodiques Résumé : Objectives: To longitudinally describe prosocial behaviour development from childhood to adolescence, using multiple informants within Canadian and Italian samples. Method: Participants in Study 1 were 1037 boys from low socioeconomic status (SES) areas in Montreal, Canada, for whom yearly teacher and mother reports were obtained between the ages of 10 and 15. Participants in Study 2 were 472 children (209 girls) from Genzano, Italy, for whom yearly self and teacher reports were obtained between the ages of 10 and 14. Developmental trajectories were estimated from ratings by each informant to identify subgroups of children following distinct courses of prosocial development. Results: In Study 1, three trajectory groups (low/declining 53%, high/declining 16%, high/steep declining 31%) were identified from teacher ratings, while five trajectories (low/stable 7%, low/declining 19%, moderate/stable 41%, high/declining 24%, high/stable 9%) were identified from mother ratings. Small but significant associations were observed between mother and teacher ratings. In Study 2, three trajectory groups (low/stable 9%, moderate/stable 50%, high/stable 42%) were identified from self-ratings, while four trajectory groups (low/stable 8%, moderate/declining 48%, high/declining 37%, increasing 7%) were identified from teacher ratings. Small but significant associations were observed between self- and teacher ratings. Conclusions: The present studies investigated levels of prosocial behaviours from childhood to adolescence, using a multi-informant, cross-cultural perspective. All but one of the developmental trajectories identified were characterised by stable or declining levels of prosocial behaviours. Further research longitudinally investigating prosociality across developmental periods is needed to clarify prosocial behaviour development over time. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02039.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731

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