Children's Trust and the Development of Prosocial Behavior

Autor/inn/en	Malti, Tina; Averdijk, Margit; Zuffianò, Antonio; Ribeaud, Denis; Betts, Lucy R.; Rotenberg, Ken J.; Eisner, Manuel P.
Titel	Children's Trust and the Development of Prosocial Behavior
Quelle	In: International Journal of Behavioral Development, 40 (2016) 3, S.262-270 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025415584628
Schlagwörter	Prosocial Behavior; Trust (Psychology); Childhood Attitudes; Beliefs; Longitudinal Studies; Student Diversity; Peer Relationship; Behavioral Science Research; Elementary School Students; Questionnaires; Behavior Patterns; Behavior Rating Scales; Foreign Countries; Student Attitudes; Interviews; Statistical Analysis; Maximum Likelihood Statistics; Switzerland + Suchen Sie Ihr Suchwort? Belief; Glaube; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Fragebogen; Ausland; Schülerverhalten; Interviewing; Interviewtechnik; Statistische Analyse; Schweiz
Abstract	This study examined the role of children's trust beliefs and trustworthiness in the development of prosocial behavior using data from four waves of a longitudinal study in a large, ethnically-diverse sample of children in Switzerland (mean age = 8.11 years at Time 1, N = 1,028). Prosocial behavior directed towards peers was measured at all assessment points by teacher reports. Children's trust beliefs and their trustworthiness with peers were assessed and calculated by a social relations analysis at the first assessment point using children's reports of the extent to which classmates kept promises. In addition, teacher reports of children's trustworthiness were assessed at all four assessment points. Latent growth curve modeling yielded a decrease in prosocial behavior over time. Peer- and teacher-reported trustworthiness predicted higher initial levels of prosocial behavior, and peer-reported trustworthiness predicted less steep decreases in prosocial behavior over time. Autoregressive cross-lagged analysis also revealed bidirectional longitudinal associations between teacher-reported trustworthiness and prosocial behavior. We discuss the implications of the findings for research on the role of trust in the development of children's prosocial behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01