• Journal of Families and Better Life
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• v.26 no.2
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• pp.1-12
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• 2008

The variables studied in relation to adolescents' prosocial behaviors were grade, prosocial moral reasoning, empathy, self-esteem, parental prosocial behaviors, support and marital conflict, social economic status, peer prosocial behaviors and support, teacher support, school life satisfaction and achievement. The sample consisted of 837 seventh and tenth grade adolescents. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, t-test, Pearson's correlation and multiple regression. Several major results were found from the analysis. First, female students had more prosocial behaviors than male students. Second, male and female students' prosocial behaviors showed positive correlations with grade, prosocial moral reasoning, empathy, self-esteem, parental and peer prosocial behaviors and support, teacher support and school life satisfaction. However, female students' prosocial behaviors had a negative correlation with parental marital conflict. Third, important variables predicting male and female students' prosocial behaviors were empathy, peer prosocial behaviors and parental prosocial behaviors. Important variables predicting male students' prosocial behaviors were teacher support and prosocial moral reasoning. On the other hand, the important variable predicting female students' prosocial behaviors was self-esteem.

• Journal of the Korean Home Economics Association
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• v.36 no.11
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• pp.103-117
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• 1998

The purpose of this study was to investigate the relationships of home environments, personal factors on prosocial behaviors through analysis on children's sex and age. The data were collected by questionnaire method from 190 elementary school and 102 middle school children in Pusan. The instruments used are the child's prosocial behavior test on the basis of the self report scale by Yang, Jean Sook(1991). Frequency and regression analysis were applied for data analyses. The main results of the study were as follows; (1) Prosocial behaviors were directly influenced by home environments and personal factors on children's prosocial behaviors. Personal factors were stronger than home environments in influencing on children's prosocial behaviors. (2) Girl's prosocial behaviors were influenced by home economic level, parent's educational level, leaderships, the sphere of peer relations, popularity, prosocial behavior experience and maturity of prosocial motive. Boy's prosocial behaviors were influenced by leaderships, the sphere of peer relations, popularity, prosocial behavior experience and maturity of prosocial motive. (3) The effects of home environments and personal factors for prosocial behavior differed accoring to children's age. The more children aged, the less home environment & effective factors influenced.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.275-288
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• 1996

The purposes of this study were to investigate children's prosocial behavior by age and sex and to examine the relationship between children's prosocial moral reasoning and prosocial behavior by costs and types of tasks. The subjects were 300 3th-and 6th-graders enrolled in elementary schools in Seoul. The revised form of Prosocial Moral Dilemmas including costs and types of tasks was used. The tasks of prosocial behaviors included time-cost tasks, money-cost tasks and physical strength-cost tasks. For data analysis, the paired t-test, two-way ANOVA, and Pearson's Correlations were used. Major findings were as follows; (1)There was age difference in children's prosocial behavior. 6th-graders performed at a higher level than 3th-graders. Sex differences weren't significant. In low- and high-cost tasks and in time-, money-, and physical strength-cost tasks, there were (2) Scores on high-cost behavior tasks were higher than on low-cost tasks. (3) Children's prosocial moral reasoning was positively related to prosocial behavior; in low- and high-cost tasks, and in time-, money-, and physical strength-cost tasks.

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.15-33
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• 2003

The 120 participants of this study were 5- and 9-year-old children and their mothers. Children responded to 24 prosocial moral reasoning dilemmas and 8 prosocial decision-making tasks. Mothers' prosocial moral reasoning was assessed with questionnaires. Level of moral reasoning was higher in distant than in close relationships. 5-year-olds in preoperational stage used the complex situational cues in their reasoning, and prosocial moral reasoning of 9-year-olds was positively related to mothers' prosocial moral reasoning in the situation with conditions of distant relationship, low costs, and internal responsibility. Children made more helping decisions in close than in distant relationship situations, low rather than high cost situations, and external rather than internal responsibility situations. 5-year-olds whose mothers were high in level of prosocial moral reasoning were more helpful.

• Korean Journal of Child Studies
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• v.38 no.1
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• pp.127-138
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• 2017

Objective: This study examined differences in preschoolers' prosocial decision-making, emotion understanding in prosocial dilemmas based on the age and emotional conditions of a counterpart child, and the effects of emotion understanding on preschoolers' prosocial decision-making. Methods: The participants were 114 children (35 3-year-olds, 39 4-year-olds, and 40 5-year-olds). Each child was presented individually with prosocial dilemma tasks and was asked to make decisions and understand emotions (in prosocial and desire-fulfilled situations) based on the emotional conditions of a counterpart child. Results: First, the 4- and 5-year-olds showed more prosocial decision-making in prosocial dilemmas than the 3-year-olds. Prosocial decision-making was significantly lower when the counterpart child was angry, rather than neutral or sadness. Second, in prosocial situations, the 5-year-olds displayed higher positive emotion understanding scores than the 3-year-olds, And in desire-fulfilled situations, the 3-year-olds showed positive emotion understanding, whereas the 4- and 5-year-olds showed negative emotion understanding. Finally, children were more inclined toward prosocial decision-making when they showed higher emotion understanding in prosocial situations, lower emotion understanding in desire-fulfilled situations, and greater age. These were equal to all emotional conditions of the counterpart child. Conclusion: These results suggest that emotion understanding is an important component of social cognition, which effects preschoolers' prosocial decision-making.

• Journal of Families and Better Life
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• v.33 no.5
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• pp.117-131
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• 2015

The purpose of this study was to investigate the difference of adolescent self-conscious emotion, empathy, forgiveness and prosocial behavior across gender and grade, to analyze the difference between the correlations among prosocial behavior and other variables across gender and grade, and to investigate the effects of adolescent self-conscious emotion, empathy, forgiveness on prosocial behavior in each gender and grade group. The subjects were 272 adolescents who were recruited by purposive sampling in the Chungbuk area. The results indicated that the empathy of girls was higher than that of boys. Boys showed a stronger correlation between prosocial behavior and guilt than girls. Next, boys' prosocial behavior was predicted by cognitive empathy, guilt, and pride, whereas girls' prosocial behavior was predicted by forgiveness toward others, pride, cognitive empathy and emotional empathy. Last, middle school students' prosocial behavior was predicted by pride and guilt, whereas that of high school students' was predicted by cognitive empathy, guilt, pride, and forgiveness toward others and the situation. In conclusion, self-conscious emotions, empathy, and forgiveness all predicted adolescent prosocial behavior but in different ways across gender and grade. It implies that adolescents need diverse educational programs according to their gender and grade, to promote their self-conscious emotions, moral emotions, and prosocial behavior.

• Journal of the Korean Home Economics Association
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• v.26 no.3
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• pp.243-253
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• 1988

This study is mainly concerned with providing a basis for children's prosocial behavior development. The objective of this study is to investigate the factors affecting children's prosocial behavior. The Main two factors affecting children's prosocial behavior development are home environmental and social cognitive ability, and concrete variables in these factors are as follows : 1) Home environmental factor; parental warmth, parental restrictiveness and inductive reasoning and prosocial modeling. 2) Social cognitive factor ; children's role taking ability and empathic ability and with these, several situational variables are also concerned with prosocial behavior.

• Journal of the Korean Home Economics Association
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• v.37 no.1
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• pp.79-89
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• 1999

Children's sex, temperament, and empathy were studied as antecedents of preschoolers' prosocial development. Eighty eight 5-, and 6-year-old children, 41 boys and 47 girls, were sampled in two kindergartens. Children's naturally occurring prosocial behaviors were videotaped in their classrooms for 21 minutes in 3 days. Teachers rated the children's prosocial tendency using a questionnaire. Empathy was measured individually with a picture/story measure, and mothers provided information on children's temperament using a questionnaire. The two measures of preschoolers' prosocial behaviors, teacher ratings and free play observations, were moderately related. Girls were more prosocial in terms of helping/sharing/cooperation in both teacher-ratings and free-play observations. Preschoolers' adjustability was moderately related to the prosocial behaviors of children in both teacher-ratings and observations. Boys' verbal empathy was related to the observed prosocial behaviors.

• Journal of the Korean Home Economics Association
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• v.35 no.3
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• pp.231-243
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• 1997

The purpose of this study was to investigate answer the following research questions. (1) What is the trend of Children's locus of control, children's social competency, and children's prosocial behaviors? (2) Is there any relationship between children's locus of control and children's social competency, between children's locus of control and children's prosocial behavior, between children's social competency and children's prosocial behavior? (3) Is children's prosocial behavior influenced by the locus of control and by the social competency? The subjects of this study were 99 children atending the nursery school in Pusan. For the measurement of children's locus of control, the Stanford Preschool Internal-External Scale was used. As a measure of social competency. Iowa Social Competency was used. Children's prosocial behavior was measured by the amount of candies to share with playmates. The findings of this study were as follows: (1) The mean scores of children's locus of control, children's social competency, and children's prosocial behavior were low. (2) There significant correlation between children's locus of control and social competency, between children's locus of control and prosocial behavior. (3) Children's locus of control was an important predictor variable influencing children's prosocial behavior.

• Human Ecology Research
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• v.55 no.4
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• pp.433-440
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• 2017

The purpose of the research was to examine the moderating effects of children's prosocial behavior on a potential relationship of attention-deficit/hyperactivity disorder and peer rejection as well as friendship. Participants consisted of 252, 3 year old including 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyeonggi province and Incheon city. Prosocial behavior and attention-deficit/hyperactivity disorder syndrome were assessed based on teacher ratings. A peer nomination inventory was used to assess peer rejection and friendship. Children were asked to nominate three peers that they liked and considered friends as well as three peers that they did not like and did not consider friends. Findings suggested that prosocial behavior moderated the relation between attention-deficit/hyperactivity disorder and peer rejection as well as friendship. ADHD was related to peer rejection and fewer friends for children with lower levels of prosocial behavior. However, the association of attention-deficit/hyperactivity disorder and peer rejection was not significant for children who had higher levels of prosocial behavior. Moreover, attention-deficit/hyperactivity disorder did not influence to friendship for children who had the higher levels of prosocial behavior. The results indicate that increasing prosocial behavior may improve peer relationship functioning of children with attention-deficit/hyperactivity disorder.