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Alternative TitleA Comparison of Mother and Teacher Report of Children' s Prosocial Behavior on the Agreement and Predictive Effect
Source Publication心理科学
Contribution Rank1
Other AbstractProsocial behavior is the voluntary behavior intended to benefit another.Though many studies focused on the age trends and gender differences in children' s prosocial behavior,no consistent conclusions have been drawn and methodological factors have been proposed to be the potential causes.Informant discrepancies in the assessment,one of such factors,are less empirically studied.The objectives of this study were to investigate agreement between mothers' and teachers' rating on children' s prosocial behavior,and to further compare the predictive effect of different informant' s assessment on children' s actual prosocial response observed in the experimental context to give implication for the cross-informant' s discrepancies. Mothers(n = 86) and teachers(n = 8) assessed each child(n = 86;3-5 year olds) using the empathic and prosocial response subscale from the conscience measure developed by Kochanska et al.(1994).Meanwhile,children' s prosocial responses to strange adult' s distress in experimental context were videotaped and coded.Mother-teacher agreement was examined through two indices- mean scores and correlations.Hierarchical regression analyses were conducted to investigate the predictive effect of different informant' s reports on children' s actual prosocial response observed in experimental context. The results showed that mean scores rated by mothers were significantly higher than those by teachers,and mother-teacher correlations were moderate for boys(.34),but absent for girls(.01 ).Further examination showed that only teachers' rating significandy predicted boys' prosocial response in experimental context and accounted for 11%of the variance in boys' prosocial response scores, instead,both teachers' and mothers' rating predicted girls' prosocial response in experimental context and accounted for 8%and 7% of the variance in girls' prosocial response scores,respectively. Results implied that cross-informant' s discrepancies existed in assessing children' s prosocial behavior,and such discrepancies may reflect that mothers and teachers emphasized different aspects of childrens' prosocial behavior.Moreover,results suggested that when other' s reports on children' s prosocial behavior were used,the identity of the assessor should be taken into account in drawing the conclusion.
Keyword亲社会行为 评价 一致性 儿童
Subject Area教育心理学
Indexed ByCSCD
Funding Organization国家自然科学基金委青年基金项目(31000469) ; 中科院心理所青年基金项目(O9CX021002)的资助
Citation statistics
Document Type期刊论文
Corresponding Author张真
Recommended Citation
GB/T 7714
张真. 比较母亲和老师对幼儿亲社会行为的评价:一致性和预测性[J]. 心理科学,2012,35(4):926-931.
APA 张真.(2012).比较母亲和老师对幼儿亲社会行为的评价:一致性和预测性.心理科学,35(4),926-931.
MLA 张真."比较母亲和老师对幼儿亲社会行为的评价:一致性和预测性".心理科学 35.4(2012):926-931.
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