Prosociality

The aim of this paper is to present the preliminary empirical results of qualitative research that examines the junior-age-children´s understanding of a prosocial behavior present in fairy tale characters. The reasons for this research were the unsatisfying results in the PIRLS reading literacy measures achieved by Slovak pupils on the one hand, and the underrated position the formative function of literary texts has in Slovak classroom practice on the other hand. Besides other theories the research builds on the premise that literary text has „the potential to encourage prosocial behavior in children, but this aspect has been only minimally explored“ (Aram, Deitcher, Shoshan, & Ziv, 2017, pp. 157–158). Our research has qualitative, exploratory character; therefore, hypotheses are not formulated. On the contrary, an inductive approach is utilized. The focus is put on three key concepts: prosocial behavior, literary characters, and children´s reading comprehension. The research sample consists of both a set of literary texts (fairy tales) and the groups of pupils (3rd and 4th graders). The research was conducted in four phases: 1) theoretical analysis of prosocial behavior with focus on child´s prosocial development (see Schroeder & Graziano, 2015); 2) content analysis of Slovak fairy tales and the identification of characters with prosocial behavior (see Stanislavová, 2013); 3) designing the literary prosocial role models; 4) examination of children´s fairy tale reading comprehension and their understanding of the prosocial literary role model. In the last research phase the procedure of shared reading was used (see e.g. Tennent, 2015). The empirical data were collected via the research methods of observation, semi-structured interview and content analysis of children´s multimodal text reflection. Preliminary research findings imply the positive impact of shared reading on children´s successful inference making. Moreover, shared reading of the selected fairy tales seems to promote children´s processing of their individual interpretation of prosocial behavior found in literary characters. The findings may be beneficial for elaborating the shared reading strategies in primary literary education, what would foster the formative function of literary reading.

Prosocial behaviours (providing benefits to a recipient with or without cost for the donor) have been found to be highly influenced by sex and by hierarchy. Rodents, in particular, are good model for studying prosocial responses , as they were found to exhibit intentional prosocial behaviours to reward a conspecific, and are very sensitive to reciprocity. In our study, we conducted a Prosocial Choice Test (PCT) in which four capybaras (Hydrochoerus hydrochaeris) living in a social group could choose between three tokens: choosing the prosocial token rewarded simultaneously the subject and a recipient, while choosing the selfish token only rewarded the subject; and choosing the null token provided no reward to anyone. Dominance within each dyad was also studied, both before and during the PCT experiment. Our results showed an influence of hierarchy: subjects were more prosocial towards the recipient when it was a subordinate than when it was a dominant individual. These results could be interpreted as a desire of strengthening a hierarchical rank regarding the subordinate, of punishing aggressive conspecifics (usually the subject's direct dominant), and of weakening dominant individuals in order to modify the pre-existing hierarchy. Additionally, our results highlighted a direct reciprocity phenomenon , a subject being more likely to be prosocial towards a prosocial recipient. All these findings suggest that prosociality could be well developed in other taxa than Primates and that, in long enough PCT experiments, subtle rules could influence individual prosocial strategies.

The emergence of pro-social behaviors and social interaction skills is a major focus of research on children's development. Here, we consider one important feature of human social interactions, interpersonal movement synchrony, and explore its effects on pro-sociality among young children. Coordinated movements are a crucial part of mother-infant interactions, with important social effects extending well into childhood. Musical interactions are also known to facilitate bonding between infants and caretakers and pro-sociality among peers. We specifically examine the pro-social effects of interpersonal movement synchrony in a naturalistic peer-play context among 4- to 6-year-old children. We assessed the amount of helping behavior between pairs of children following an activity that they performed synchronously or non-synchronously. Children who engaged in synchronous play, as compared with non-synchronous play, showed significantly more subsequent spontaneous helping behavior. Further, more mutual smiling and eye contact were observed in the synchronous condition and amounts of mutual smiling and eye contact during the movement task correlated with amount of helping behavior observed. Neither measure mediated the condition-wise effects on helping, however. These results are discussed in terms of their contribution to existing literature and their broader implications for the development of pro-sociality and coordinated movements in early childhood.

The role of school as an educational-upbringing institution has to change in the 21st century. One response to the current problems of education is a broader definition of literacy. The author of the article focuses on moral literacy as one of the new literacies, which he considers to be one of the necessary parts of upbringing and education. Another response to improve the contemporary situation is to apply a holistic approach in teaching school subjects. The author of the article is trying to show the integration of literary competence and moral competence through content analysis of literary texts by writer P. Karpinský. The basic resource for analysis and interpretation of literary texts is the concept of prosociality through which it is possible to identify the degree of prosocial orientation in literary texts. A strongly prosocially oriented literary text is an appropriate means for the development of moral literacy.

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

Estrategias, instrumentos y materiales para el diagnóstico y formación de docentes en prosocialidad aplicada

El presente volumen es una recopilación de materiales útiles de tipo metodológico, desarrollados a lo largo del proyecto SPRING que pueden aportar a la profundización de la Prosocialidad aplicada a la formación de docentes universitarios.
En este volumen se presenta de manera sintetizada qué es el proyecto SPRING, cuáles son sus principales objetivos y sus fases de intervención. También se desarrollan algunos conceptos claves, tales como: qué es una intervención participativa, desarrollo del estado del arte con métodos participativos de investigación, métodos, procedimientos, protocolos y materiales necesarios para hacer una consulta participativa, fuentes de investigación, Prosocialidad sistémica y también se presentan algunos dilemas que plantea la Prosocialidad a las publicaciones científicas.

ABSTRACT
The concept of inclusion, centered on the value of development as a systemic contextual process, is reflected in the didactic perspective of the flipped classroom (Bergmann et al., 2011). This methodology focuses on overcoming the linear transmission of knowledge in teaching, in that it overturns the roles and the rhythms of the educational process. The research being conducted at the University
of Salerno concentrates on the training-educational needs of inclusive teaching on the value of education viewed as the “phenomenology of the existential evolution in the distinction of the rapport among formal, non formal and informal education (Margiotta, 2014a, p. 125 [my translation]). This work stems from a reflection on the problems connected to crossmedia and globalization (Beck, 2000a), the liquid society (Bauman, 2003a) and on the analysis of the social emergencies within an ecological-systematic development (Bronfenbrenner, 2002). This descriptive-transformative research (Cox et al., 2011) is articulated on two types of research contexts: general and situational, for a description and a critical reflection related to the individual and social transformations generated by a flipped teaching approach, which is not linear.
To date the research data highlighted the importance of the influence of teaching and the planning of an integrated educational system (Hawks, 1992), of empowerment, in the social-contextual and transformative promotion, in an ecological-inclusive perspective, through a process of identity awareness, sharing of values and an emotional-assertive connection.
Il concetto di inclusione, incentrato sul valore dello sviluppo, quale processo sistemico contestuale, viene declinato nella logica didattica del capovolgimento propria della flipped classroom (Bergman et al., 2011) che, incentrata sul superamento della didattica trasmissiva lineare, attua un ribaltamento di ruoli e tempi dell’azione educativa. La ricerca sperimentale (Dewey,1961),dal titolo: “La flipped inclusion, tra impianto teoretico e sperimentale dell’aula aumentata”, in atto presso l’Università di
Salerno, partendo dall’analisi sia delle problematiche connesse alla crossmediale e globale (Beck, 2000a) società liquida (Bauman, 2003a), sia delle emergenze sociali di uno sviluppo ecologico/sistemico (Bronfenbrenner, 2002), si sofferma sui bisogni formativo-educativo di inclusive teaching methodology ed sul valore della formazione, quale “fenomenologia dell’evoluzione esistenziale nella distinzione dei rapporti tra educazione formale, non formale, informale”(Margiotta, 2014a, p. 125). Si colloca nella tipologia di ricerca, descrittivo-trasformativa (Cox et al., 2011) e si articola su due
tipologie di contesto: generale e situazionale, per una descrizione ed una riflessione critica relativa alle tras-formazioni individuali e sociali generate da un agire didattiche capovolto e non lineare. Ad oggi i dati di ricerca avvalorano l’importanza dell’incidenza didattica e delle progettazione d’empowerment di sistema integrato educante (Hawks, 1992), nella promozione tras-formativa sociocontestuale, in prospettiva ecologico-inclusiva, attraverso percorsi di consapevolezza identitaria, condivisione di valori e connessione emotivo-assertiva.

Elucidating how inequity aversion (a tendency to dislike and correct unequal outcomes) functions as one develops is important to understanding more complex fairness considerations in adulthood. Although previous research has demonstrated that adults and children reduce inequity, it is unclear if people are actually responding negatively to inequity or if people dislike others getting more than them (motivated by social comparison) and like to share maximal resources, especially with those who have few resources (motivated by social welfare preferences). In order to evaluate if children are truly averse to inequity, we had 3-to 8-year-old children distribute resources to 3rd parties and found that 6-to 8-year-old children would rather throw a resource in the trash than distribute unequally, suggesting that concerns with equity can trump concerns with maximal sharing. We also demonstrated that children's reactions were not based on wanting to avoid upsetting the recipients or based on a preference for visual symmetry and that children will even throw away a resource that could have gone to themselves in order to avoid inequity. These results demonstrate the existence of inequity aversion in children, provide a new method for studying inequity aversion specifically, and suggest the need for new models to explain why inequity aversion may have evolved.

Social scientists and folk views have long had it that there is an association between religiosity and prosocial behaviour, but hard evidence for such a relationship is limited. Studies show that religiosity is correlated with self-reported prosociality, however this relationship is not very clear when it comes to observed prosocial behaviours. Experimental studies reveal a link between religious priming and prosocial behaviours, and remarkably such effects hold irrespectively of degrees of religiosity. Building on and combining the strengths of previous field designs, I report here the results of a field experiment in Mauritius examining the effects of religious environments on cooperation in a naturalistic setting. These results were consistent with previous findings that religious cues may increase cooperation. Importantly, this effect was not dependent on degrees of prior religiosity. Plausible interpretations of such effects are discussed.

Kapitola sa zaoberá rôznorodými prístupmi k skúmaniu fenoménu prosociálnosti a odôvodneniami tvorby jednotlivých výskumných nástrojov. Diskutuje všeobecné otázky a problémy výskumu prosociálnosti, špecifické otázky výskumu prosociálnosti v kontexte etickej výchovy a  ponúka prehľad najvýznamnejších výskumných nástrojov a batérií využitých vo výskume prosociálnosti. Klasifikuje ich podľa viacerých kritérií – z hľadiska teoretických východísk, obsahového zamerania, základnej paradigmy a formy.

Many sociologists have attributed several negative characteristics to the contemporary period.The child of 21st century is lost in this postmodern society, so it needs, more than ever before, a beacon – a prosocial role model. Several studies have confirmed the irreplaceable importance of the principal role models – parents and teachers – in the development of a child. However, the amount of time that parents and teachers dedicate to the upbringing of children is reduced, therefore it is necessary to look for other effective strategies of upbringing children. In the view of the author of this study, one of the means for upbringing and educating children is a literary character as a prosocial role model. The study presents four prosocial literary role models in modern Slovak fairy tales, which can be utilised by educators in the upbringing of junior school aged children.

Mnohí sociológovia pripisujú viacero negatívnych atribútov súčasnej dobe. Dieťa 21. storočia sa v tejto postmodernej dobe stráca, preto potrebuje viac ako kedykoľvek predtým oporný bod – prosociálny vzor. Viacero výskumov potvrdilo nenahraditeľný vplyv hlavných vzorov – rodičov a učiteľov na vývin dieťaťa. Čas rodičov a učiteľov sa však na výchovu dieťaťa skracuje, preto je potrebné hľadať ďalšie efektívne stratégie výchovy dieťaťa. Jedným z prostriedkov výchovy môže byť podľa autora štúdie aj literárna postava ako prosociálny vzor pre detského recipienta. Príspevok predstavuje štyri prosociálne literárny vzory zo slovenskej súčasnej autorskej rozprávky, ktoré by mohli vychovávatelia použiť v rámci výchovy dieťaťa mladšieho školského veku.

Nel quadro normativo dei programmi educativi Europei relativi all’integrazione di individui con esigenze speciali, il provvedimento KA1 focalizza l’attenzione sulla popolazione Rom e la loro prospettiva sociale di divenire parte del sistema educativo attuato dal paese in cui essi vivono. Ciò nonostante, in molti documenti ufficiali viene sottolineata l’impossibilità o l’estrema difficoltà nell’adottare un approccio esclusivamente mirato all’integrazione educativa, viste le differenti problematiche inerenti la vita sociale delle comunità rom in Europa delle quali si deve comunque tener conto. A tal proposito salute, educazione, alloggio e occupazione, ovvero i quattro pilastri chiave della politica integrativa, definiscono ciò che viene generalmente indicato come “un approccio olistico
all’integrazione Rom”. Esso implica la necessità di far iferimento agli elementi della cultura e dell’identità in qualsiasi politica e programma d’inserimento oltre che di tener sempre presente, in dette politiche e strategie, l’impatto che queste possono avere in un’ampia gamma di situazioni in modo da condurle nel
modo più appropriato. Gli aspetti che la Comunità Europea ritiene fondamentali, nel suo quadro politico atto a favorire l’inserimento dei Rom, sono i seguenti:
- Istruzione - assicurarsi che tutti I bambini Rom completino la scuola primaria ed abbiano accesso ad una
educazione qualificata.
- Occupazione - ridurre lo scarto di occupazione tra i Rom ed il resto della popolazione
- Assistenza sanitaria - ridurre la differenza di status sanitario tra i Rom ed il resto della popolazione.
- Alloggio e servizi essenziali - colmare il gap tra la percentuale dei Rom con accesso agli alloggi ed altri
servizi pubblici e quella del resto della popolazione.
- Assistenza sanitaria - garantire l’assistenza sanitaria essenziale a coloro che vivono in povertà.
Il progetto SMILE, i cui prodotti e sperimentazioni hanno dato origine a questo manuale, basandosi sui suddetti punti cardine ha tentato di contribuire fattivamente al riconoscimento e al rispetto della cutura Rom, tenendo in considerazione al contempo come ogni comunità sia composta da individui con i propri obbiettivi, le proprie necessità e le personali ambizioni.
Il manuale si rivolge in maniera specifica a figure sociali quali insegnanti, operatori, politici e rappresentanti pubblici, Rom e Gadje, che sul tavolo di un non sempre facile dibattito pongono una lista di proposte pragmatiche tese a creare ciò che noi abbiamo definito una “comunità di risposte concrete”. La crescita di pregiudizi sociali nei confronti dei Rom è uno dei principali problemi che contribuiscono ad allontanare i
bambini dal sistema educativo. E, si sa, combattere contro i pregiudizi è un compito molto difficile, specialmente quando questi sono storicamente radicati in generazioni di comunità e di persone. Instaurare fiducia e comprensione reciproca in società diverse significa investire tempo e risorse in relazioni
interculturali che creino dei collegamenti tra le comunità locali ed accrescano il grado di condivisione di valori comuni ad un livello molto profondo.

Des études récentes indiquent que des précurseurs de la morale humaine pourraient exister chez les animaux non humains. Parmi ces précurseurs, la prosocialité (comportements produisant un bénéfice pour un receveur sans nécessairement induire de coût pour l’acteur) est considérée comme une composante fondamentale de tout système moral. Nous avons effectué des tests de prosocialité chez plusieurs espèces de mammifères et d’oiseaux, en tenant compte des facteurs d’identité des individus (tolérance, dominance, sexe) et de comportement du receveur (communication, réciprocité). Nos sujets se sont montrés plus prosociaux envers leurs subordonnés qu’envers leurs dominants, ce qui suggèrent que la prosocialité pourrait être utilisée comme un moyen de maintenir son rang. Nous avons observé des différences entre les sexes cohérentes avec le pattern de soins parentaux des espèces, appuyant l’idée selon laquelle la prosocialité aurait évolué dans un contexte de soins aux jeunes. La période de reproduction et le fait d’avoir ou d’avoir eu des petits entraînaient une augmentation de la prosocialité, surtout envers le partenaire de reproduction et ses petits, ce qui pourrait avoir pour but de mieux transmettre ses gènes. Nous avons trouvé des patterns de réciprocité directe chez nos sujets, devenant plus prosociaux lorsque le receveur s’était lui-même montré prosocial lors de la session précédente. Les communications émises par le receveur ont également influencé positivement ou négativement (selon leur nature) les choix du sujet. L’ensemble de nos résultats montrent qu’il est possible et souhaitable d’étudier la prosocialité en dehors des primates, nos sujets s’étant montrés capables de prendre en compte à la fois des facteurs d’identité du receveur et son comportement.
MOTS-CLES : Prosocialité – Réciprocité – Sexe – Soins Parentaux – Dominance – Communication


Recent studies indicate that precursors of human morality may exist in non human animals. Among these precursors, prosociality (behaviours that produce a benefit for a recipient without necessarily involving a cost for the actor) is considered a fundamental component of any moral system. We conducted prosociality tests in several species of mammals and birds, taking into account factors of individuals’ identity (tolerance, hierarchical ranks, sex) and of recipients behaviours (communication, reciprocity). Our subjects were more prosocial toward their subordinates than toward their dominants, suggesting that prosociality could be used as a way to maintain its own rank. We reported differences between sexes consistent with the parental care pattern of the species, supporting the idea that prosociality would have evolved with parental care. The reproductive period and (even more) having (or having had) young seemed to increase the subjects’ prosociality, especially towards their reproductive mate and their offspring, which could be interpreted as behaviours that ultimately spread their own genes. We found patterns of direct reciprocity, our subjects becoming more prosocial when the recipient was prosocial in the previous session. Communications from the recipient also influenced positively or negatively (depending on their nature) the subjects' choices. All of our results show that it is possible and desirable to study prosociality outside primates, our subjects having been able to take into account both the recipient's identity and its behaviour.
KEYWORDS: Prosociality – Reciprocity – Sex – Parental Care – Dominance – Communication

On the term and concept of " prosocial " a remarkable range of topics is being investigated. On the contrary, about prosociality in form of communicative interpersonal interaction (prosocial communication), the bibliography is less abundant, although there is consensus in that prosocial communication favours well-being, it improves the quality of life, integration, it prevents and repairs violence and it is a protective factor of a good relationship among the actors of any system. The present article addresses the principles that make prosocial communication and prosociality operative regarding the culture of families with handicapped children. It is based on a previous and exhaustive bibliographical revision of prosocial communication, and it proposes a model that articulates a list of principles and strategies, fruit of the experience accumulated through the programs of intervention of the group LIPA of Autonomous University of Barcelona during more than 30 years of applied investigation.

The association between attachment, parental competence and behavioural problems in two
year olds
Abstract
This study investigated the association between attachment, parental competence (including its
components parent satisfaction and effectiveness) and behavioural problems; also the influence of
daycare on behavioural problems among two year olds. Three questionnaires were used (The
Parenting Sense of Competency Scale – PSOC; Thornberry's "Attachment to Child" and "Strenghts
and Difficulties Questionnaire" – SDQ). The participants were parents of the two year olds
(N=176). They were contacted via social network Facebook and via delivering the questionnaire via
Internet to the institutions of daycare in Tallinn, Tartu and Pärnu in 2015 – 2016. The correlational
analysis revealed that higher level of attachment and higher parental competence were significantly
associated with lower appearance of behavioural problems. In the regression analysis the most
significant predictors of behavioural problems were low indicators of attachment, parental
satisfaction and prosociality of the child. There was no association between the time spent in the
daycare and behavioural problems.
Key words: attachment, parental competence, behavioural problems, conduct problems

In Grutter and Gratz (2003), the twin cases that challenged the University of Michigan’s affirmative action programs, corporate America praised educational diversity as a compelling interest. But as is well known, it did so not on social justice grounds but on the empirical claim that “diversity is good for business.” In particular, education in a diverse environment would produce better workers for an increasingly global and competitive economy. This position has since been echoed in corporate pronouncements about diversity in corporate workplaces and boardrooms. Generally speaking, corporations have justified voluntary affirmative action within the firm only to the extent that it furthers their bottom line – i.e., only if there is a “business case” for diversity. On the surface, the corporate stances toward educational diversity on the one hand and corporate diversity on the other hand seem entirely consistent. Both emphasize a consequentialist logic and economic rationale. But if one probes more deeply, an intriguing distinction appears. Regarding corporate diversity, corporations are advocating nothing more than what is already in their own economic self-interest. By contrast, when it comes to educational diversity, corporations recommend it regardless of the university’s economic self-interest. This Article argues that these positions amount to a double standard. After justifying this characterization, this Article provides a possible explanation for why the double standard exists by drawing on the psychology of human sociality in order to explore how we think differently about the commercial and educational realms. It concludes by pointing out that in light of this double standard, corporate America’s public position on diversity amounts to little more than support for diversity in the abstract so long as corporations don’t have to pay for it.

Reconciling competing viewpoints suggesting that power helps and hurts perspective-taking in close relationships, in two experiments and two daily experience studies we tested the hypothesis that power's effect on perspective-taking depends on the extent to which people are relatively self-versus other-focused. In Study 1, recalling a time of high (vs. low) power over a romantic partner reduced inclinations to take the partner's perspective for relatively self-focused but not other-focused individuals. Studies 2 and 3 replicated Study 1 using daily variations in power and perspective-taking. In Study 4, being the "in-charge" partner during a conflict conversation reduced empathic accuracy for more self-focused individuals. Self-other focus was assessed with measures of gratitude, relational self-construal, and social value orientation. The current findings provide evidence that, particularly for the more self-focused, relationship power influences people's inclinations to take their romantic partner's perspective in daily life as well as their empathic accuracy during conflict.

The present longitudinal study examined the development of self-reported prosociality (i.e., the tendency to enact prosocial behaviors) from adolescence to early adulthood and its prediction from teacher-reported effortful control (i.e., dispositional regulation) at age 13. Participants were 573 (276 girls) Italian adolescents aged approximately 13 (M = 12.98, SD = 0.80) at the first assessment and 21 (M = 21.23, SD = 0.67) at the last assessment.The study used three different cohorts recruited across ten years (from1994 to 2004) from a larger longitudinal project with a multiple-cohort design. Latent growth curve modeling indicated that the overall level of prosociality declined until approximately age 17 with a subsequent slight rebound until age 21. Significant inter-individual variability in developmental trends of prosociality in males and females was observed. Youths' effortful control was related to a lesser decline of prosociality in adolescence. Being able to regulate one's own emotions and behaviors in early adolescence may not only affect the tendency to behave prosocially, but also counter the self-centered tendencies observed across this phase of development.

The school is a Community consisting of teachers, pupils, administrative personnel and naturally parents. All of them have a role in education. What does it mean to be an educator and why pro-sociality plays a role in educational process? Studies on cognitive psychology show that the Prosocial behaviour fosters positive traits for children and society. Furthermore, encouraging the adoption of prosocial behaviours has positive effects on decreasing social conflicts.
Pro-sociality has a pedagogical relevance: this can act as a tool for empowering the social competences of students and as a catalyst in re-creating/strengthening inside and outside the school an Educating Caring Community, in terms of social expressions for youngsters‖ education and lifelong learning.

On the term and concept of “prosocial” a remarkable range of topics is being investigated. On the contrary, about prosociality in form of communicative interpersonal interaction (prosocial communication), the bibliography is less abundant, although there is consensus in that prosocial communication favours well-being, it improves the quality of life, integration, it prevents and repairs violence and it is a protective factor of a good relationship among the actors of any system. The present article addresses the principles that make prosocial communication and prosociality operative regarding the culture of families with handicapped children. It is based on a previous and exhaustive bibliographical revision of prosocial communication, and it proposes a model that articulates a list of principles and strategies, fruit of the experience accumulated through the programs of intervention of the group LIPA of Autonomous University of Barcelona during more than 30 years of applied investig...

Un programa que busque incidir eficazmente en la motivación de los estudiantes, en reducir los índices de abandono, o quiera disminuir el llamado fracaso escolar, no puede olvidar al docente y sus necesidades personales y laborales.
El presente libro-guía es uno de los resultados del proyecto europeo MOST (Motivation to Study) y está diseñado partiendo de la base que cada docente que trabaja en un determinado entorno, en tanto experto, tiene claro cuál es el diagnóstico de la situación y cuáles son los problemas prioritarios de sus
estudiantes. Así pues, más que un libro con un hilo narrativo, este texto está concebido como un material de trabajo donde se ofrece la versión íntegra de un programa de 12 sesiones (PMIP, programa mínimo de Incremento de la Prosocialidad que fue uno de los programas implementados en MOST), donde cada capítulo tiene sentido en sí mismo como material de apoyo para los docentes de educación secundaria y bachillerato que quieran mejorar la calidad prosocial de su docencia, o el clima social positivo de su centro educativo a
través de una metodología de prosocialidad aplicada.

Ein Programm, das die Häufigkeit des Schulabbruchs, das „Scheitern“ der Lernenden und ihre Motivation effektiv beeinflussen soll, darf die Rolle der Lehrer und Lehrerinnen, ihrer professionellen und persönlichen Bedürfnisse nicht außer Acht lassen. Das vorliegende Buch ist ein Ergebnis des europäischen Projektes MOST (Motivaton to Study) und geht von der Annahme aus, dass die Lehrkräfte, die in einem bestimmten Umfeld arbeiten, in ihrer Eigenschaft als Experten eine klare Aussage über die aktuelle Situation und die wichtigsten Probleme ihrer Schüler treffen können. Mehr als eine reine Dokumentation geht es mit dem vorliegenden Buch also eher darum Arbeitsmaterial zur Verfügung zu stellen, einen Leitfaden, dessen einzelne Kapitel für sich genommen gelesen und angewendet werden können. Es ist nicht notwendig, alle Kapitel anzuwenden, sondern jede Schule kann jeweils entscheiden, welche Kombination der Inhalte ihrer Realität am ehesten entspricht. So kann die Schule eine ad hoc Intervention gestalten, auf der Grundlage der unterschiedlichen
Kapitel.

This study, which was based on the General Learning Model, examined the effects of prosocial gaming on girls' thoughts about perceived justified and unjustified aggressive attitudes as operationalized by 4 scenarios. The process was mediated by participants' general perspective-taking and sympathy abilities, which relate to the cognitive and affective routes to learning. Structural equation modeling was used to examine the process. One hundred and forty-five girls between the ages of 7 and 15 completed the self-report online survey. Findings suggest that prosocial gaming is associated with greater perspective-taking and sympathizing abilities. These abilities positively correlated with thoughts about all types of violence as wrong whether or not " justified " and independent of severity. Error correlations suggest that younger girls' processing comprises an affective component that bypasses the cognitive or perspective-taking route. Findings also intimate that in the case of justified violence assessments, girls not only evaluated the aggressor's violent act but also assessed what precipitated the act thus suggesting more complex thought.

Organizational scholars have vigorously and long studied being prosocial in defining ‘prosociality’ as motivation, behavior, and impact to help or benefit others. This study attempts to provide an overview of previous studies that have approached the elements of being prosocial in educational leadership contexts. However, most of the prosocial elements in education are not explicitly defined as prosociality and have not yet been systematically studied. Thus, this study explored the research questions: (a) What elements could be involved in prosociality within educational leadership? (b) Who could be involved in the process of prosociality in educational leadership? The final corpus of this study was 83 articles published between 1993 and 2016. The reviewed concepts were categorized into three themes proposed in organizational studies: prosocial motivation, prosocial behavior, and prosocial impact. Moreover, the multiple educational actors related to prosocial elements were identifie...

Last two decades, various studies have been carried out to examine virtues and their relations to religiosity and positive health appearances such as happiness, wellbeing and life satisfaction. The emerging of positive psychology has cultivated the spreading of studies on the relationship between variables mentioned above. This paper investigates the relationship between helping behaviors, religiosity and life satisfaction on the case of Turkish Muslim sample. A total 230 participants were recruited from different districts of Istanbul (Turkey) using non-random snowball sampling techniques in December 2016. Among the participants sampled, 47% (N=108) are men and 53% (N=122) women. Ages of participants range between 15 and 70 and mean age is 28.5 (SD=10.8). In the current study, “Brief Islamic Religiosity Scale” and “Empathic Inclination Measure”, “Helping Behaviors Scale” and “Scale for Satisfaction with Life” are applied to the sample. According to regression findings, religiosity has a positive effect on ‘helping behaviors’ and ‘life satisfaction’. Findings also indicated that empathy and religiosity are mediating factor on the relationship between helping and life satisfaction. Implications of these results and suggestions for future research are discussed.

The present experiment (N = 95) investigated the relations of narcissism with social value orientation under façade conditions of testing communal or agentic traits (or none - in a control condition). The results indicated that narcissism predicted less willingness to share resources with others and more competitive orientation in a façade communal condition compared to the remaining two conditions: control and agentic. The results confirm narcissistic disregard for communal domain and are consistent with the extended agency model of narcissism and the “success as a drawback” effect.

Despite the widespread convention that a community of supporters is important to the success of crowdfunding campaigns, a closer look at donation-based crowdfunding platforms and campaigns, suggests they have not fully incorporated this idea into action arguably because of the difficulty of creating and fostering such communities. In a set of 5 studies, this research shows the financial impact of activating the perception of a community in donation-based crowdfunding campaigns. Furthermore, it demonstrates how subtle cues within the campaign's webpage can activate this perception and how feeling connected to other donors mediates the effect of community perception on donation-giving.

Рассматриваются особенности проявления социального поведения в новых условиях виртуального пространства. Противопоставляются три формы характера отношений человека и киберсоциума - просоциальная (взаимодействие), асоциальная (независимость, невключенность), антисоциальная (паразитирование). Предлагается классификация форм виртуальности, представленных в современном мире. Описывается их связь с киберсоциальной структурой и возможные пути развития. Статья призвана показать, что современные социальные трансформации, вызванные цифровизацией общества, имеют амбивалентные последствия. В зависимости от позиции личности, современные технологии, являющиеся лишь средством достижения целей, могут быть использованы как во вред, так и во благо другому человеку, обществу, государству культуре. Человек и его моральность остаются главными критериями сосуществования.

Individuals acknowledge the importance of engaging in virtuous behaviors, but find them difficult. Past research suggests that a distant-future focus may result in more commitment. This research demonstrates that, for certain consumers, distant-future execution timing may discourage commitment. Specifically, whereas low self-control consumers are indeed more likely to commit to distant-future behaviors, high self-control consumers are more likely to commit to near-future behaviors. This is demonstrated when commitment does not hold a cost (study 1), but also when it does (study 2). Consumers' time availability certainty underlies the effect: Low self-control consumers feel more certain that in the distant future they will be able to identify the time necessary to fulfill their commitments, whereas high self-control consumers feel more certain regarding their ability to identify their available time in the near future (studies 3a-3b). The effect is shown to occur only when the commitment's time of execution reflects different levels of time concreteness: The effect is eliminated among consumers who perceive the near and distant future as equally concrete or abstract (study 4).

There exists no individual who does not exhibit prosociality in one or the other situation of their lifetime. But the argument is, to what extent? Whether it arises spontaneously out of true empathy and compassion for others or it is goal-oriented with some hidden motive? Here, our primary intention is to convey that, though various meditation-based interventions can be utilized for different purposes like cultivating prosocial behaviors such as compassion, empathy etc., one's underlying motive and intent seems to play a crucial role in an individual’s development. Most of the studies exploring prosociality in the context of meditation usually do not consider the role of hidden or underlying motivation in one’s prosocial expression. By considering an example of how mindfulness may sometimes lead to wrong consequences, we try to analyze why it is very important to include the aspect of inner motivation in future studies exploring the effects of meditation on prosociality. We also propose that while practicing one may need traditional assistance and ethical/moral teachings in addition to those merely isolated techniques.

The debate about the desirability of using drugs to enhance human skills encompasses cognitive abilities such as memory and attention, and moral capacities such as emotional empathy and a sense of fairness. These two strands of literature in bioethics have grown relatively independent from each other, and an implicit framing assumption has emerged suggesting that apparently ‘value-free’ cognitive capacities and paradigmatically moral capacities are distinct and vary independently of each other. Here we identify key distinctions between competing accounts of cognitive enhancement and moral enhancement and argue that, despite the polarised nature of the bioethical debate, cognitive and moral capacities are intertwined. For example, moral behaviour can be improved by enhancing so-called ‘value-free’ abilities such as attention span; and cognitive skills can be honed by means of socio-moral interaction. Further, cognitive skill is frequently assigned the abstract status of virtue and treated in the same way as more paradigmatically ‘moral’ traits. We argue that the distinction between moral and cognitive enhancement is more apparent than real, since despite being nominally treated as distinct, cognitive and moral skills overlap significantly and are frequently interdependent. As such we present evidence to support the claim that the enhancement of these two kinds of capacities cannot be clearly disaggregated from each other in the way that the theoretical poles of the debate in the literature
suggest. We synthesise relevant scientific and bioethical literature and combine it with a line of analysis derived from Peter Hacker and others to show how a linguistically-informed approach can show us more clearly the terms of what can be said
intelligibly about cognitive and moral skills and their enhancement. As a result of this analysis we conclude that ethical questions in human bioenhancement should be considered in terms of flourishing at the level of the whole person imbued with feelings, thoughts, intentions and abilities and embedded within a particular social context, rather than the pharmacological modulation of particular cognitive or affective capacities which, though conceptually discrete, in the embodied context of moral agency are profoundly intertwined.

The present research tested whether an Anti-Mafia experiential education program would influence self-reported prosocial motivations in a group of 79 Italian participants. The Caprara Prosocial Questionnaire was used to evaluate prosocial motivations and was completed before the camp began, when it ended and three months after in ended. Participants also completed a Measure of Social Status and other demographic information. Results indicated that participant prosocial motivations were higher than normative data and that these motivations increased following participation in the camp and remained stable over time. In addition, participants with a high SES were more likely to have increased prosocial motivations. In discussing prosocial changes Camp dynamics and the correlation with SES and individual vs. group participation are examined.