Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-10T14:05:08.720Z Has data issue: false hasContentIssue false

20 - Prosocial Behavior, Peer Relationships, and Friendships

from Part III - Development of Prosociality in Context

Published online by Cambridge University Press:  25 May 2023

Tina Malti
Affiliation:
University of Toronto
Maayan Davidov
Affiliation:
The Hebrew University of Jerusalem
Get access

Summary

Prosocial behavior plays a crucial role in the social success of children and adolescents. This chapter reviews research on the relations between prosocial behavior and features of youth’s relationships with peers, both within groups and dyadically within friendships. We also discuss possible theoretical mechanisms that may link prosocial behavior to functioning with peers, highlighting lingering questions and future directions to guide research in this area.

Type
Chapter
Information
The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
, pp. 409 - 426
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Asher, S. R., & McDonald, K. L. (2009). The behavioral basis of acceptance, rejection, and perceived popularity. In Rubin, K. H., Bukowski, W. M., & Laursen, B. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 232248). Guilford Press.Google Scholar
Axelrod, R., & Hamilton, W. D. (1981). The evolution of cooperation. Science, 211(4489), 13901396. https://doi.org/10.1126/science.7466396Google Scholar
Barry, C. M., & Wentzel, K. R. (2006). Friend influence on prosocial behavior: The role of motivational factors and friendship characteristics. Developmental Psychology, 42(1), 153163. https://doi.org/10.1037/0012-1649.42.1.153CrossRefGoogle ScholarPubMed
Baumard, N., André, J. B., & Sperber, D. (2013). A mutualistic approach to morality: The evolution of fairness by partner choice. Behavioral and Brain Sciences, 36(1), 59.Google Scholar
Beier, J. S., Gross, J. T., Brett, B. E., Stern, J. A., Martin, D. R., & Cassidy, J. (2019). Helping, sharing, and comforting in young children: Links to individual differences in attachment. Child Development, 90(2), e273e289. https://doi.org/10.1111/cdev.13100Google Scholar
Berndt, T. J. (1981). Age changes and changes over time in prosocial intentions and behavior between friends. Developmental Psychology, 17(4), 408416. https://doi.org/10.1037/0012-1649.17.4.408Google Scholar
Berndt, T. J. (1985). Prosocial behavior between friends in middle childhood and early adolescence. The Journal of Early Adolescence, 5(3), 307317. https://doi.org/10.1177/0272431685053005Google Scholar
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11(1), 710. https://doi.org/10.1111/1467-8721.00157Google Scholar
Bettencourt, A. F., Musci, R., Clemans, K. H., Carinci, J., & Ialongo, N. S. (2017). Patterns of peer- and teacher-rated aggression, victimization, and prosocial behavior in an urban, predominantly African American preadolescent sample: Associations with peer-perceived characteristics. Journal of School Psychology, 65, 83101. https://doi.org/10.1016/j.jsp.2017.07.003CrossRefGoogle Scholar
Blake, P. R., McAuliffe, K., & Warneken, F. (2014). The developmental origins of fairness: The knowledge–behavior gap. Trends in Cognitive Sciences, 18(11), 559561.Google Scholar
Boele, S., Van der Graaff, J., de Wied, M., Van der Valk, I. E., Crocetti, E., & Branje, S. (2019). Linking parent-child and peer relationship quality to empathy in adolescence: A multilevel meta-analysis. Journal of Youth and Adolescence, 48(6), 10331055. https://doi.org/10.1007/s10964-019-00993-5Google Scholar
Boldt, L. J., Goffin, K. C., & Kochanska, G. (2020). The significance of early parent-child attachment for emerging regulation: A longitudinal investigation of processes and mechanisms from toddler age to preadolescence. Developmental Psychology, 56(3), 431443. https://doi.org/10.1037/dev0000862Google Scholar
Bowker, J. C., Fredstrom, B. K., Rubin, K. H., Rose-Krasnor, L., Booth-LaForce, C., & Laursen, B. (2010). Distinguishing children who form new best-friendships from those who do not. Journal of Social and Personal Relationships, 27(6), 707725. https://doi.org/10.1177/0265407510373259Google Scholar
Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre- and early adolescence: The development and psychometric properties of the Friendship Qualities Scale. Journal of Social and Personal Relationships, 11(3), 471484. https://doi.org/10.1177/0265407594113011Google Scholar
Busch, V., Loyen, A., Lodder, M., Schrijvers, A. J. P., van Yperen, T. A., & de Leeuw, J. R. J. (2014). The effects of adolescent health-related behavior on academic performance: A systematic review of the longitudinal evidence. Review of Educational Research, 84(2), 245274. https://doi.org/10.3102/0034654313518441CrossRefGoogle Scholar
Caputi, M., Lecce, S., Pagnin, A., & Banerjee, R. (2012). Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior. Developmental Psychology, 48(1), 257270. https://doi.org/10.1037/a0025402Google Scholar
Carlo, G., Hausmann, A., Christiansen, S., & Randall, B. A. (2003). Sociocognitive and behavioral correlates of a measure of prosocial tendencies for adolescents. The Journal of Early Adolescence, 23(1), 107134. https://doi.org/10.1177/0272431602239132Google Scholar
Carlo, G., Mestre, M. V., Samper, P., Tur, A., & Armenta, B. E. (2010). Feelings or cognitions? Moral cognitions and emotions as longitudinal predictors of prosocial and aggressive behaviors. Personality and Individual Differences, 48(8), 872877. https://doi.org/10.1016/j.paid.2010.02.010Google Scholar
Carlo, G., & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31(1), 3144. https://doi.org/10.1023/A:1014033032440Google Scholar
Carpendale, J. I. M., & Lewis, C. (2015). The development of social understanding. In Liben, L. S., Müller, U., & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Cognitive processes (pp. 381424). John Wiley & Sons. https://doi.org/10.1002/9781118963418.childpsy210Google Scholar
Casper, D. M., & Card, N. A. (2017). Overt and relational victimization: A meta‐analytic review of their overlap and associations with social–psychological adjustment. Child Development, 88(2), 466483. https://doi.org/10.1111/cdev.12621Google Scholar
Cillessen, A. H. N. (2009). Sociometric methods. In Rubin, K. H., Bukowski, W. M., & Laursen, B. (Eds.), Social, emotional, and personality development in context: Handbook of peer interactions, relationships, and groups (pp. 8299). Guilford Press.Google Scholar
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75(1), 147163. https://doi.org/10.1111/j.1467-8624.2004.00660.xCrossRefGoogle ScholarPubMed
Cillessen, A. H. N., Mayeux, L., Ha, T., de Bruyn, E. H., & LaFontana, K. M. (2014). Aggressive effects of prioritizing popularity in early adolescence. Aggressive Behavior, 40, 204213. https://doi.org/10.1002/ab.21518.Google Scholar
Cillessen, A. H. N., Jiang, X. L., West, T. V., & Laszkowski, D. K. (2005). Predictors of dyadic friendship quality in adolescence. International Journal of Behavioral Development, 29(2), 165172. https://doi.org/10.1080/01650250444000360Google Scholar
Cillessen, A. H. N., & van den Berg, Y. H. M. (2012). Popularity and school adjustment. In Ryan, A. M. & Ladd, G. W. (Eds.), Peer relationships and adjustment at school (pp. 135164). IAP Information Age Publishing.Google Scholar
Closson, L. M., & Hymel, S. (2016). Status differences in target-specific prosocial behavior and aggression. Journal of Youth and Adolescence, 45(9), 18361848. https://doi.org/10.1007/s10964–016-0481-7CrossRefGoogle ScholarPubMed
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557570. https://doi.org/10.1037/0012-1649.18.4.557CrossRefGoogle Scholar
Daniel, E., Dys, S. P., Buchmann, M., & Malti, T. (2016). Developmental trajectories of social justice values in adolescence: Relations with sympathy and friendship quality. Social Development, 25(3), 548564. https://doi.org/10.1111/sode.12146CrossRefGoogle Scholar
De Bruyn, E. H., & Cillessen, A. H. N. (2006). Popularity in early adolescence: Prosocial and antisocial subtypes. Journal of Adolescent Research, 21(6), 607627. https://doi.org/10.1177/0743558406293966Google Scholar
Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61(4), 11451152. https://doi.org/10.2307/1130882CrossRefGoogle ScholarPubMed
Di Giunta, L., Iselin, A. R., Lansford, J. E., Eisenberg, N., Lunetti, C., Thartori, E., Basili, E., Pastorelli, C., Bacchini, D., Uribe Tirado, L. M., & Gerbino, M. (2018). Parents’ and early adolescents’ self-efficacy about anger regulation and early adolescents’ internalizing and externalizing problems: A longitudinal study in three countries. Journal of Adolescence, 64, 124135. https://doi.org/10.1016/j.adolescence.2018.01.009Google Scholar
Dijkstra, J. K., & Gest, S. D. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: Implications for adolescent school experiences. The Journal of Early Adolescence, 35(1), 7996. https://doi.org/10.1177/0272431614524303Google Scholar
Dirks, M. A., Dunfield, K. A., & Recchia, H. E. (2018). Prosocial behavior with peers: Intentions, outcomes, and interpersonal adjustment. In Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 243264). Guilford Press.Google Scholar
Dirks, M. A., Treat, T. A., & Weersing, V. R. (2007). Integrating theoretical, measurement, and intervention models of youth social competence. Clinical Psychology Review, 27(3), 327347. https://doi.org/10.1016/j.cpr.2006.11.002Google Scholar
Dryburgh, N. S. J., Khullar, T. H., Sandre, A., Persram, R. J., Bukowski, W. M., & Dirks, M. A. (2020). Evidence base update for measures of social skills and social competence in clinical samples of youth. Journal of Clinical Child and Adolescent Psychology, 49(5), 573594. https://doi.org/10.1080/15374416.2020.1790381Google Scholar
Dunfield, K. A. (2014). A construct divided: Prosocial behavior as helping, sharing, and comforting subtypes. Frontiers in Psychology, 5, article 958. https://doi.org/10.3389/fpsyg.2014.00958Google Scholar
Dunfield, K. A., Isler, L., Terrizzi, B., Chang, X. M., & Beier, J.S. (under review). Helpers or halos: Examining the evaluative mechanisms underlying selective prosociality. Unpublished manuscript.Google Scholar
Dunfield, K., Kuhlmeier, V. A., O’Connell, L., & Kelley, E. (2011). Examining the diversity of prosocial behavior: Helping, sharing, and comforting in infancy. Infancy, 16(3), 227247. https://doi.org/10.1111/j.1532-7078.2010.00041.xGoogle Scholar
Dunsmore, J. C., & Karn, M. A. (2004). The influence of peer relationships and maternal socialization on kindergartners’ developing emotion knowledge. Early Education and Development, 15(1), 3956. https://doi.org/10.1207/s15566935eed1501_3Google Scholar
Eder, D. (1985). The cycle of popularity: Interpersonal relations among female adolescents. Sociology of Education, 58, 154165.Google Scholar
Ehrlich, K. B., Dykas, M. J., & Cassidy, J. (2012). Tipping points in adolescent adjustment: Predicting social functioning from adolescents’ conflict with parents and friends. Journal of Family Psychology, 26(5), 776783. https://doi.org/10.1037/a0029868Google Scholar
Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51, 665697. https://doi.org/10.1146/annurev.psych.51.1.665Google Scholar
Eisenberg, N., Guthrie, I. K., Cumberland, A., Murphy, B. C., Shepard, S. A., Zhou, Q., & Carlo, G. (2002). Prosocial development in early adulthood: A longitudinal study. Journal of Personality and Social Psychology, 82(6), 9931006.Google Scholar
Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2013). Prosocial development. In Zelazo, P.D. (Ed.), The Oxford handbook of developmental psychology, Vol. 2: Self and other. Oxford University Press.Google Scholar
Eivers, A. R., Brendgen, M., Vitaro, F., & Borge, A. I. (2012). Concurrent and longitudinal links between children’s and their friends’ antisocial and prosocial behavior in preschool. Early Childhood Research Quarterly, 27(1), 137146.Google Scholar
El Mallah, S. (2020). Conceptualization and measurement of adolescent prosocial behavior: Looking back and moving forward. Journal of Research on Adolescence, 30(Suppl. 1), 1538. https://doi.org/10.1111/jora.12476Google Scholar
Farrell-Reeves, A. M. Dunfield, K., McDonald, K.L., Yang, J., Gibson, C.E., & Dirks, M. (in prep.). Prosocial treatment by peers in the everyday lives of early adolescents: Types of events and links to daily affect.Google Scholar
Flook, L. (2011). Gender differences in adolescents’ daily interpersonal events and well-being. Child Development, 82(2), 454461. https://doi.org/10.1111/j.1467-8624.2010.01521.xGoogle Scholar
Freitas, M., Santos, A. J., Ribeiro, O., Daniel, J. R., & Rubin, K. H. (2019). Prosocial behavior and friendship quality as moderators of the association between anxious withdrawal and peer experiences in Portuguese young adolescents. Frontiers in Psychology, 9, 2783.Google Scholar
Glick, G. C., & Rose, A. J. (2011). Prospective associations between friendship adjustment and social strategies: Friendship as a context for building social skills. Developmental Psychology, 47(4), 11171132. https://doi.org/10.1037/a0023277Google Scholar
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Child Psychology & Psychiatry & Allied Disciplines, 38(5), 581586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.xGoogle Scholar
Graziano, W. G., Habashi, M. M., Sheese, B. E., & Tobin, R. M. (2007). Agreeableness, empathy, and helping: A person × situation perspective. Journal of Personality and Social Psychology, 93(4), 583599. https://doi.org/10.1037/0022-3514.93.4.583CrossRefGoogle ScholarPubMed
Griese, E. R., & Buhs, E. S. (2014). Prosocial behavior as a protective factor for children’s peer victimization. Journal of Youth and Adolescence, 43(7), 10521065. https://doi.org/10.1007/s10964–013-0046-yGoogle Scholar
Griese, E. R., Buhs, E. S., & Lester, H. F. (2016). Peer victimization and prosocial behavior trajectories: Exploring sources of resilience for victims. Journal of Applied Developmental Psychology, 44, 111. https://doi.org/10.1016/j.appdev.2016.01.009CrossRefGoogle Scholar
Grusec, J. E., Davidov, M., & Lundell, L. (2002). Prosocial and helping behavior. In Smith, P. K. & Hart, C. H. (Eds.), Blackwell handbook of childhood social development (pp. 457474). Blackwell.Google Scholar
Hartup, W. W., French, D. C., Laursen, B., Johnston, M. K., & Ogawa, J. R. (1993). Conflict and friendship relations in middle childhood: Behavior in a closed-field situation. Child Development, 64(2), 445454. https://doi.org/10.2307/1131261Google Scholar
Haselager, G. J. T., Cillessen, A. H. N., Van Lieshout, C. F. M., Riksen-Walraven, J. M. A., & Hartup, W. W. (2002). Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior. Developmental Psychology, 38(3), 446456. https://doi.org/10.1037/0012-1649.38.3.446Google Scholar
Hay, D. F. (1994). Prosocial development. Child Psychology & Psychiatry & Allied Disciplines, 35(1), 2971. https://doi.org/10.1111/j.1469-7610.1994.tb01132.xGoogle Scholar
Hoffman, M. L. (2000). Empathy and moral development. Cambridge University Press.Google Scholar
Hopmeyer, A., & Asher, S. R. (1997). Children’s responses to peer conflicts involving a rights infraction. Merrill-Palmer Quarterly, 43(2), 235254.Google Scholar
Iannotti, R. J. (1985). Naturalistic and structured assessments of prosocial behavior in preschool children: The influence of empathy and perspective taking. Developmental Psychology, 21(1), 4655. https://doi.org/10.1037/0012-1649.21.1.Google Scholar
Kamper-DeMarco, K. E., & Ostrov, J. M. (2017). Prospective associations between peer victimization and social-psychological adjustment problems in early childhood. Aggressive Behavior, 43(5), 471482. https://doi.org/10.1002/ab.21705Google Scholar
Kandel, D. B. (1978). Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology, 84(2), 427436. https://doi.org/10.1086/226792Google Scholar
Kornbluh, M., & Neal, J. W. (2016). Examining the many dimensions of children’s popularity: Interactions between aggression, prosocial behaviors, and gender. Journal of Social and Personal Relationships, 33(1), 6280. https://doi.org/10.1177/0265407514562562Google Scholar
Köster, M., & Kärtner, J. (2019). Why do infants help? A simple action reveals a complex phenomenon. Developmental Review, 51, 175187. https://doi.org/10.1016/j.dr.2018.11.004CrossRefGoogle Scholar
Kuhlmeier, V. A., Karasewich, T. A., & Dunfield, K. A. (2020). Selective prosocial behavior in early childhood. In Decety, J. (Ed.), The social brain: A developmental perspective (pp. 247262). MIT Press.Google Scholar
Kuppens, S., Grietens, H., Onghena, P., & Michiels, D. (2009). A longitudinal study of childhood social behavior: Inter-informant agreement, inter-context agreement, and social preference linkages. Journal of Social and Personal Relationships, 26(6–7), 769792. https://doi.org/10.1177/0265407509347929Google Scholar
LaFontana, K. M., & Cillessen, A. H. N. (2002). Children’s perceptions of popular and unpopular peers: A multimethod assessment. Developmental Psychology, 38(5), 635647. https://doi.org/10.1037/0012-1649.38.5.635Google Scholar
Laursen, B., & Collins, W. A. (1994). Interpersonal conflict during adolescence. Psychological Bulletin, 115(2), 197209. https://doi.org/10.1037/0033-2909.115.2.197Google Scholar
Layous, K., Nelson, S. K., Oberle, E., Schonert-Reichl, K. A., & Lyubomirsky, S. (2012). Kindness counts: Prompting prosocial behavior in preadolescents boosts peer acceptance and well-being. PLoS ONE, 7(12), e51380. https://doi.org/10.1371/journal.pone.0051380Google Scholar
Leadbeater, B. J., Boone, E. M., Sangster, N. A., & Mathieson, L. C. (2006). Sex differences in the personal costs and benefits of relational and physical aggression in high school. Aggressive Behavior, 32(4), 409419. https://doi-org.libdata.lib.ua.edu/10.1002/ab.20139Google Scholar
Lenz, S., & Paulus, M. (2021). Friendship is more than strategic reciprocity: Preschoolers’ selective sharing with friends cannot be reduced to strategic concerns. Journal of Experimental Child Psychology, 206, 105101.Google Scholar
Logis, H. A., Rodkin, P. C., Gest, S. D., & Ahn, H. (2013). Popularity as an organizing factor of preadolescent friendship networks: Beyond prosocial and aggressive behavior. Journal of Research on Adolescence, 23(3), 413423. https://doi-org.libdata.lib.ua.edu/10.1111/jora.12033Google Scholar
Lu, T., Li, L., Niu, L., Jin, S., & French, D. C. (2018). Relations between popularity and prosocial behavior in middle school and high school Chinese adolescents. International Journal of Behavioral Development, 42(2), 175181. https://doi.org/10.1177/0165025416687411Google Scholar
Malamut, S. T., van den Berg, Y. H. M., Lansu, T. A. M., & Cillessen, A. H. N. (2021). Bidirectional associations between popularity, popularity goal, and aggression, alcohol use and prosocial behaviors in adolescence: A 3-year prospective longitudinal study. Journal of Youth and Adolescence, 50, 298313. https://doi.org/10.1007/s10964–020-01308-9Google Scholar
Malti, T., & Buchmann, M. (2010). Socialization and individual antecedents of adolescents’ and young adults’ moral motivation. Journal of Youth and Adolescence, 39(2), 138149. https://doi.org/10.1007/s10964–009-9400-5Google Scholar
Markievicz, D., Brendgen, M., Markiewicz, D., Doyle, A. B., & Bukowski, W. M. (2001). The relations between friendship quality, ranked-friendship preference, and adolescents’ behavior with their friends. Merrill-Palmer Quarterly, 47(3), 395415.Google Scholar
Martin, A., & Olson, K. R. (2015). Beyond good and evil: What motivations underlie children’s prosocial behavior? Perspectives on Psychological Science, 10(2), 159175. https://doi.org/10.1177/1745691615568998Google Scholar
McDonald, K. L., Malti, T., Killen, M., & Rubin, K. H. (2014). Best friends’ discussions of social dilemmas. Journal of Youth and Adolescence, 43(2), 233244. https://doi.org/10.1007/s10964–013-9961-1Google Scholar
McDonald, K. L., Wang, J., Menzer, M. M., Rubin, K. H., & Booth-LaForce, C. (2011). Prosocial behavior moderates the effects of aggression on young adolescents’ friendships. International Journal of Developmental Science, 5(1–2), 127137.Google Scholar
Meter, D. J., & Card, N. A. (2016). Stability of children’s and adolescents’ friendships: A meta-analytic review. Merrill-Palmer Quarterly, 62(3), 252284. https://doi.org/10.13110/merrpalmquar1982.62.3.0252Google Scholar
Meuwese, R., Cillessen, A. H., & Güroğlu, B. (2017). Friends in high places: A dyadic perspective on peer status as predictor of friendship quality and the mediating role of empathy and prosocial behavior. Social Development, 26(3), 503519. https://doi.org/10.1111/sode.12213Google Scholar
Newcomb, A. F., & Bagwell, C. L. (1995). Children’s friendship relations: A meta-analytic review. Psychological Bulletin, 117(2), 306347. https://doi.org/10.1037/0033-2909.117.2.306Google Scholar
Oldenburg, B., Van Duijn, M., & Veenstra, R. (2018). Defending one’s friends, not one’s enemies: A social network analysis of children’s defending, friendship, and dislike relationships using XPNet. PLoS ONE, 13(5), e0194323.Google Scholar
Olson, K. R., & Spelke, E. S. (2008). Foundations of cooperation in young children. Cognition, 108(1), 222231.Google Scholar
Ostrov, J. M. (2008). Forms of aggression and peer victimization during early childhood: A short-term longitudinal study. Journal of Abnormal Child Psychology, 36(3), 311322. https://doi.org/10.1007/s10802–007-9179-3Google Scholar
Padilla, W. L. M., Fraser, A. M., Black, B. B., & Bean, R. A. (2015b). Associations between friendship, sympathy, and prosocial behavior toward friends. Journal of Research on Adolescence, 25(1), 2835. https://doi.org/10.1111/jora.12108Google Scholar
Padilla-Walker, L. M., Carlo, G., & Memmott-Elison, M. K. (2018). Longitudinal change in adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 28(3), 698710. https://doi.org/10.1111/jora.12362Google Scholar
Padilla‐Walker, L. M., Carlo, G., & Nielson, M. G. (2015a). Does helping keep teens protected? Longitudinal bidirectional relations between prosocial behavior and problem behavior. Child Development, 86(6), 17591772.Google Scholar
Pakaslahti, L., Karjalainen, A., & Keltikangas-Järvinen, L. (2002). Relationships between adolescent prosocial problem-solving strategies, prosocial behavior, and social acceptance. International Journal of Behavioral Development, 26(2), 137144. https://doi.org/10.1080/01650250042000681Google Scholar
Pallini, S., Baiocco, R., Schneider, B. H., Madigan, S., & Atkinson, L. (2014). Early child–parent attachment and peer relations: A meta-analysis of recent research. Journal of Family Psychology, 28(1), 118123. https://doi.org/10.1037/a0035736Google Scholar
Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29(4), 611621. https://doi.org/10.1037/0012-1649.29.4.611Google Scholar
Parkhurst, J. T., & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns. Developmental Psychology, 28(2), 231241. https://doi.org/10.1037/0012–1649.28.2.231Google Scholar
Parkhurst, J. T., & Hopmeyer, A. (1998). Sociometric popularity and peer-perceived popularity: Two distinct dimensions of peer status. The Journal of Early Adolescence, 18(2), 125144. https://doi.org/10.1177/0272431698018002001Google Scholar
Paulus, M. (2016). Friendship trumps neediness: The impact of social relations and others’ wealth on preschool children’s sharing. Journal of Experimental Child Psychology, 146, 106120.Google Scholar
Penner, L. A., Dovidio, J. F., Piliavin, J. A., & Schroeder, D. A. (2005). Prosocial behavior: Multilevel perspectives. Annual Review of Psychology, 56, 365392. https://doi.org/10.1146/annurev.psych.56.091103.070141Google Scholar
Persson, G. E. B. (2005). Young children’s prosocial and aggressive behaviors and their experiences of being targeted for similar behaviors by peers. Social Development, 14(2), 206228. https://doi.org/10.1111/j.1467-9507.2005.00299.xGoogle Scholar
Piaget, J. (1932). The moral judgment of the child. Kegan Paul.Google Scholar
Poorthuis, A. M. G., Thomaes, S., Denissen, J. J. A., van Aken, M. A. G., & Orobio de Castro, B. (2012). Prosocial tendencies predict friendship quality, but not for popular children. Journal of Experimental Child Psychology, 112(4), 378388. https://doi.org/10.1016/j.jecp.2012.04.002Google Scholar
Poulin, F., & Chan, A. (2010). Friendship stability and change in childhood and adolescence. Developmental Review, 30(3), 257272. https://doi.org/10.1016/j.dr.2009.01.001Google Scholar
Proulx, M. F., & Poulin, F. (2013). Stability and change in kindergartners’ friendships: Examination of links with social functioning. Social Development, 22(1), 111125.Google Scholar
Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34(4), 244252. https://doi.org/10.1016/j.chiabu.2009.07.009Google Scholar
Rose, A. J., & Asher, S. R. (2004). Children’s strategies and goals in response to help-giving and help-seeking tasks within a friendship. Child Development, 75(3), 749763. https://doi.org/10.1111/j.1467-8624.2004.00704.xGoogle Scholar
Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In Bornstein, M. H., Leventhal, T., & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Ecological settings and processes (pp. 175222). John Wiley & Sons.Google Scholar
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In Eisenberg, N., Damon, W., & Lerner, R. M. (Eds.), Handbook of child psychology (6th ed., Vol. 3, pp. 571645). Wiley.Google Scholar
Salmivalli, C., & Peets, K. (2018). Bullying and victimization. In Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 302321). Guilford Press.Google Scholar
Sandstrom, M. J., & Cillessen, A. H. N. (2006). Likeable versus popular: Distinct implications for adolescent adjustment. International Journal of Behavioral Development, 30(4), 305314. https://doi.org/10.1177/0165025406072789Google Scholar
Schneider, B. H., Atkinson, L., & Tardif, C. (2001). Child–parent attachment and children’s peer relations: A quantitative review. Developmental Psychology, 37(1), 86100. https://doi.org/10.1037/0012-1649.37.1.86Google Scholar
Schwartz, D., Chang, L., & Farver, J. M. (2001). Correlates of victimization in Chinese children’s peer groups. Developmental Psychology, 37(4), 520532. https://doi.org/10.1037/0012–1649.37.4.520Google Scholar
Selman, R. L. (1981). The child as a friendship philosopher: A case study in the growth of interpersonal understanding. In Asher, S. R. & Gottman, J. M. (Eds.), The development of children’s friendships. Cambridge University Press.Google Scholar
Shaw, L. A., & Wainryb, C. (2006). When victims don’t cry: Children’s understandings of victimization, compliance, and subversion. Child Development, 77(4), 10501062. https://doi.org/10.1111/j.1467-8624.2006.00918.xGoogle Scholar
Snippe, E., Jeronimus, B. F., aan het Rot, M., Bos, E. H., de Jonge, P., & Wichers, M. (2018). The reciprocity of prosocial behavior and positive affect in daily life. Journal of Personality, 86(2), 139146.Google Scholar
Stotsky, M. T., Bowker, J. C., & Etkin, R. G. (2020). Receiving prosocial behavior: Examining the reciprocal associations between positive peer treatment and psychosocial and behavioral outcomes. Journal of Research on Adolescence, 30(2), 458470. https://doi.org/10.1111/jora.12537Google Scholar
Sugimura, N., Berry, D., Troop-Gordon, W., & Rudolph, K. D. (2017). Early social behaviors and the trajectory of peer victimization across the school years. Developmental Psychology, 53(8), 14471461. https://doi.org/10.1037/dev0000346Google Scholar
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. W. W. Norton.Google Scholar
Tavassoli, N., Recchia, H., & Ross, H. (2019). Preschool children’s prosocial responsiveness to their siblings’ needs in naturalistic interactions: A longitudinal study. Early Education and Development, 30(6), 724742. https://doi.org/10.1080/10409289.2019.159909Google Scholar
Tesser, A., & Smith, J. (1980). Some effects of task relevance and friendship on helping: You don’t always help the one you like. Journal of Experimental Social Psychology, 16(6), 582590.Google Scholar
Thompson, R. A., & Raikes, H. A. (2003). Toward the next quarter-century: Conceptual and methodological challenges for attachment theory. Development and Psychopathology, 15(3), 691718. https://doi.org/10.1017/S0954579403000348Google Scholar
Trivers, R. L. (1971). The evolution of reciprocal altruism. The Quarterly Review of Biology, 46(1), 3557. https://doi.org/10.1086/406755Google Scholar
Troop-Gordon, W., & Unhjem, L. (2018). Is preventing peer victimization sufficient? The role of prosocial peer group treatment in children’s socioemotional development. Social Development, 27(3), 619635. https://doi.org/10.1111/sode.12283Google Scholar
van den Bedem, N. P., Willems, D., Dockrell, J. E., Alphen, P. M., & Rieffe, C. (2019). Interrelation between empathy and friendship development during (pre)adolescence and the moderating effect of developmental language disorder: A longitudinal study. Social Development, 28, 599619. https://doi.org/10.1111/sode.12353Google Scholar
van den Berg, Y. H., Lansu, T. A., & Cillessen, A. H. (2020). Preference and popularity as distinct forms of status: A meta-analytic review of 20 years of research. Journal of Adolescence, 84, 7895.Google Scholar
Warden, D., Cheyne, B., Christie, D., Fitzpatrick, H., & Reid, K. (2003). Assessing children’s perceptions of prosocial and antisocial peer behavior. Educational Psychology, 23(5), 547567. https://doi.org/10.1080/0144341032000123796Google Scholar
Warneken, F., Chen, F., & Tomasello, M. (2006). Cooperative activities in young children and chimpanzees. Child Development, 77(3), 640663. https://doi.org/10.1111/j.1467-8624.2006.00895.xGoogle Scholar
Warneken, F., & Tomasello, M. (2006). Altruistic helping in human infants and young chimpanzees. Science, 311(5765), 13011303. https://doi.org/10.1126/science.1121448Google Scholar
Weller, D., & Lagattuta, K. H. (2013). Helping the in-group feels better: Children’s judgments and emotion attributions in response to prosocial dilemmas. Child Development, 84(1), 253268. https://doi.org/10.1111/j.1467–8624.2012.01837.xGoogle Scholar
Wentzel, K. R. (2014). Prosocial behavior and peer relations in adolescence. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development: A multidimensional approach (pp. 178200). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0009Google Scholar
Wentzel, K. R., Barry, C. M., & Caldwell, K. A. (2004). Friendships in middle school: Influences on motivation and school adjustment. Journal of Educational Psychology, 96(2), 195203.Google Scholar
Zhou, Q., Eisenberg, N., Losoya, S. H., Fabes, R. A., Reiser, M., Guthrie, I. K., Murphy, B. C., Cumberland, A. J., & Shepard, S. A. (2002). The relations of parental warmth and positive expressiveness to children’s empathy-related responding and social functioning: A longitudinal study. Child Development, 73(3), 893915. https://doi.org/10.1111/1467-8624.00446Google Scholar
Zimmer-Gembeck, M. J., Geiger, T. C., & Crick, N. R. (2005). Relational and physical aggression, prosocial behavior, and peer relations: Gender moderation and bidirectional associations. The Journal of Early Adolescence, 25(4), 421452. https://doi.org/10.1177/0272431605279841Google Scholar
Zuffianò, A., Eisenberg, N., Alessandri, G., Luengo Kanacri, B. P., Pastorelli, C., Milioni, M., & Caprara, G. V. (2016). The relation of pro‐sociality to self‐esteem: The mediational role of quality of friendships. Journal of Personality, 84 (1), 5970. https://doi-org.libdata.lib.ua.edu/10.1111/jopy.12137Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×