Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-26T04:55:56.820Z Has data issue: false hasContentIssue false

15 - Temperament and Prosocial Behavior

from Part II - Antecedents and Mechanisms of Prosociality

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

In this chapter, we review the work that has been done on children’s temperament and prosocial behavior in childhood and adolescence, highlighting the importance of taking a nuanced and multidimensional approach to examining the links between temperament and children’s prosocial behavior. Thus, in addition to examining the higher-order temperamental factors (such as negative emotionality), we also examine how the specific dimensions of temperament (e.g., anger proneness) predict different types of prosocial behaviors (e.g., sharing). Finally, we consider how the links between prosocial behaviors and temperament are likely complicated by the fact that temperamental variables interact both with each other and with environmental factors, such as parenting, to predict different types of prosocial behaviors.

Type
Chapter
Information
The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
, pp. 300 - 319
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

Aknin, L. B., Van de Vondervoort, J. W., & Hamlin, J. K. (2018). Positive feelings reward and promote prosocial behavior. Current Opinion in Psychology, 20, 5559. doi:10.1016/j.copsyc.2017.08.017Google Scholar
Allan, N. P., & Lonigan, C. J. (2011). Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators. Developmental Psychology, 47, 905915. doi:10.1037/a0023748CrossRefGoogle ScholarPubMed
Barragan, R. C., & Dweck, C. S. (2014). Rethinking natural altruism: Simple reciprocal interactions trigger children’s benevolence. Proceedings of the National Academy of Sciences. 111, 1707117074. doi:10.1073/pnas.1419408111CrossRefGoogle Scholar
Bates, J. E., Schermerhorn, A. C., & Petersen, I. T. (2012). Temperament and parenting in developmental perspective. In Zentner, M. & Shiner, R. L. (Eds.), Handbook of temperament (pp. 425441). Guilford Press.Google Scholar
Belsky, J. (2005). Differential susceptibility to rearing influence: An evolutionary hypotheses and some evidence. In Ellis, B., & Bjorklund, D. (Eds.), Origins of the social mind: Evolutionary psychology and child development (pp. 139163). Guilford Press.Google Scholar
Belsky, J., Friedman, S., & Hsieh, K. (2001) Testing a core emotion-regulation prediction: Does early attentional persistence moderate the effect of infant negative emotionality on later development? Child Development, 72, 123133. doi:10.1111/1467-8624.00269Google Scholar
Berdan, L. E., Keane, S. P., & Calkins, S. D. (2008). Temperament and externalizing behavior: Social preference and perceived acceptance as protective factors. Developmental Psychology, 44, 957968. doi:10.1037/0012-1649.44.4.957Google Scholar
Blake, P. R., Piovesan, M., Montinari, N., & Warneken, F. (2015). Prosocial norms in the classroom: The role of self-regulation in following norms of giving. Journal of Economic Behavior & Organization, 115, 1829. doi:10.1016/j.jebo.2014.10.004Google Scholar
Bradley, R. H., & Corwyn, R. F. (2008). Infant temperament, parenting, and externalizing behavior in first grade: A test of the differential susceptibility hypothesis. Journal of Child Psychology and Psychiatry and Allied Disciplines, 49, 124131. doi:10.1111/j.1469-7610.2007.01829.xCrossRefGoogle Scholar
Brajša-Žganec, A., & Hanzec, I. (2014). Social development of preschool children in Croatia: Contributions of child temperament, maternal life satisfaction and rearing practices. Journal of Child and Family Studies, 23, 105117. doi:10.1007/s10826-012-9696-8Google Scholar
Brownell, C. (2016). Prosocial behavior in infancy: The role of socialization. Child Development Perspectives, 10, 222227. doi:10.1111/cdep.12189Google Scholar
Brownell, C. A., & Carriger, M. S. (1990). Changes in cooperation and self-other differentiation during the second year. Child Development, 61, 11641174. doi:10.2307/1130884CrossRefGoogle ScholarPubMed
Brownell, C. A., & Carriger, M. S. (1991). Collaborations among toddler peers: Individual contributions to social contexts. In Resnick, L. B. & Levine, J. M. (Eds.), Perspectives on socially shared cognition (pp. 365383). American Psychological Association. doi:10.1037/10096-016Google Scholar
Buss, A. H., & Plomin, R. (1986). The EAS approach to temperament. In Plomin, R. & Dunn, J. (Eds.), The study of temperament: Changes, continuities and challenges (pp. 6780). Erlbaum.Google Scholar
Carlo, G. (2006). Care-based and altruistically-based morality. In Killen, M. & Smetana, J. (Eds.), Handbook of moral development (pp. 551579). Erlbaum.Google Scholar
Carlo, G., Crockett, L. J., Wolff, J. M., & Beal, S. J. (2012). The role of emotional reactivity, self‐regulation, and puberty in adolescents’ prosocial behaviors. Social Development, 21, 667685. doi:10.1111/j.1467-9507.2012.00660.x.CrossRefGoogle ScholarPubMed
Carlo, G., Knight, G., McGinley, M., & Hayes, R. (2011). Parental inductions, moral emotions, and moral cognitions in prosocial tendencies among Mexican American and European American early adolescents. Journal of Early Adolescence, 6, 757781.Google Scholar
Carlo, G., & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31, 3144. doi:10.1023/A:1014033032440Google Scholar
Carlo, G., Roesch, S. C., & Melby, J. (1998). The multiplicative relations of parenting and temperament to prosocial and antisocial behaviors in adolescence. Journal of Early Adolescence, 8, 266290. doi:10.1177/0272431698018003003Google Scholar
Chen, X., & Schmidt, L. (2015). Temperament and personality. In Lerner, R. (Series Ed.) & Lamb, M. (Vol. Ed.), Handbook of child psychology and developmental science: Socioemotional processes (7th ed., Vol. 3, pp. 152200). Wiley.Google Scholar
Chess, S., & Thomas, A. (1999). Goodness of fit: Clinical applications from infancy through adult life. Brunner/Mazel.Google Scholar
Cornell, A. H., & Frick, P. J. (2007). The moderating effects of parenting styles in the association between behavioral inhibition and parent-reported guilt and empathy in preschool children. Journal of Clinical Child and Adolescent Psychology, 36, 305318. doi:10.1080/15374410701444181CrossRefGoogle ScholarPubMed
Dahl, A., & Brownell, C. (2019) The social origins of human prosociality. Current Directions in Psychological Science. 28, 274279. doi:10.1177/0963721419830386Google Scholar
Derryberry, D., & Rothbart, M. K. (1997). Reactive and effortful processes in the organization of temperament. Development and Psychopathology, 9, 633652. doi:10.1017/S0954579497001375Google Scholar
Diener, M., & Kim, D. (2004). Maternal and child predictors of preschool children’s social competence. Applied Developmental Psychologist, 25, 324. doi:10.1016/j.appdev.2003.11.006Google Scholar
Dunfield, K., & Kuhlmeier, V. (2013). Classifying prosocial behavior: Children’s responses to instrumental need, emotional distress, and maternal desire, Child Development, 84, 17661776. doi:10.1111/cdev.12075CrossRefGoogle 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, 227247. doi:10.1111/j.1532-7078.2010.00041.xCrossRefGoogle ScholarPubMed
Dyson, M. W., Klein, D. N., Olino, T. M., Dougherty, L. R., & Durbin, C. E. (2011). Social and non-social behavioral inhibition in preschool-age children: Differential associations with parent-reports of temperament and anxiety. Child Psychiatry and Human Development, 42, 390405. doi:10.1008/s10578-011-0225-6Google Scholar
Dyson, M. W., Olino, T. M., Durbin, C. E,, Goldsmith, H. H., & Klein, D. (2012) The structure of temperament in preschoolers: A two-stage factor analytic approach. Emotion, 12, 4457. doi:10.1037/a0025023Google Scholar
Eberly, M. (2014). Parents as recipients of adolescent prosocial behavior. In Padilla-Walker, L. & Carlo, G. (Eds). Prosocial development: A multidimensional approach (pp. 305326). Oxford University Press.Google Scholar
Eckerman, C. O., Davis, C. C., & Didow, S. M. (1989). Toddlers’ emerging ways of achieving social coordinations with a peer. Child Development, 60, 440453. doi:10.2307/1130988Google Scholar
Edwards, A., Eisenberg, N., Spinrad, T. L., Reiser, M., Eggum-Wilkens, N. D., & Liew, J. (2015). Predicting sympathy and prosocial behavior from young children’s dispositional sadness. Social Development, 24, 7694. doi:10.1111/sode.12084Google Scholar
Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51, 665697. doi:10.1146/anurev.psych.51.1.665Google Scholar
Eisenberg, N., & Fabes, R. (1992). Emotion, regulation, and the development of social competence. In Clark, M. (Ed.), Emotion and social behavior (pp. 119150). Sage Publications.Google Scholar
Eisenberg, N., & Fabes, R. A. (2006). Emotion regulation and children’s socioemotional competence. In Balter, L. & Tamis-LeMonda, C. S. (Eds.), Child psychology: A handbook of contemporary issues (pp. 357381). Psychology Press.Google Scholar
Eisenberg, N., Fabes, R., Bernzweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers’ social skills and sociometric status. Child Development, 64, 14181438. doi:10.1111/j.1467-8624.1993.tb02961.xCrossRefGoogle ScholarPubMed
Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B., Maszk, P., Holmgren, R., et al. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8, 141162. doi:10.1017/S095457940000701XCrossRefGoogle Scholar
Eisenberg, N., Fabes, R. A., Murphy, B., Karbon, M., Smith, M., & Maszk, P. (1996). The relations of children’s dispositional empathy-related responding to their emotionality, regulation, and social functioning. Developmental Psychology, 32, 195209. doi:10.1037/0012-1649.32.2.195Google Scholar
Eisenberg, N., Shepard, S., Fabes, R., Murphy, B., & Guthrie, I. (1998) Shyness and children’s emotionality, regulation, and coping: Contemporaneous, longitudinal, and across-context relations. Child Development, 69, 767790.Google Scholar
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In Lerner, R. (Ed.), Handbook of child psychology and developmental science (7th ed., Vol. 3, pp. 610656). John Wiley & Sons.Google Scholar
Eisenberg-Berg, N., & Hand, M. (1979). The relationship of preschooler’s reasoning about prosocial moral conflicts to prosocial behavior. Child Development, 50, 356363. doi:10.2307/1129410Google Scholar
Evans, D. E., & Rothbart, M. K. (2007). Developing a model for adult temperament. Journal of Research in Personality, 41, 868888. doi:10.1016/j.jrp.2006.11.002Google Scholar
Fortuna, K., & Knafo, A. (2014). Parental and genetic contributions to prosocial behavior during childhood. In Padilla-Walker, L. & Carlo, G. (Eds). The complexities of raising prosocial children: An examination of the multidimensionality of prosocial behaviors (pp. 7089). Oxford University Press.Google Scholar
Gartstein, M. A., & Rothbart, M. K. (2003). Studying infant temperament via the revised infant behavior questionnaire. Infant Behavior & Development, 26(1), 6486. doi:10.1016/S0163-6383(02)00169-8Google Scholar
Goldsmith, H. H., Buss, A. H., Plomin, R., Rothbart, M. K., Thomas, A., Chess, S., Hinde, R. A., & McCall, R. B. (1987). Roundtable: What is temperament? Four approaches. Child Development, 58, 505529.Google Scholar
Gomez, R., Watson, S., & Gomez, A. (2016). Interrelationships of the Rothbart’s temperament model constructs with revised-reinforcement sensitivity theory constructs. Personality and Individual Differences, 99, 118121. doi:10.1016/j.paid.2016.04.072Google Scholar
Goodman, R. (1997) The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581586.Google Scholar
Gross, R. L., Drummond, J., Satlof-Bedrick, E., Waugh, W. E., Svetlova, M., & Brownell, C. A. (2015). Individual differences in toddlers’ social understanding and prosocial behavior: Disposition or socialization? Frontiers in Psychology, 6, 111. doi:10.3389/fpsyg.2015.00600CrossRefGoogle ScholarPubMed
Grossmann, T., Missana, M., & Vaish, A. (2020). Helping fast and slow: Exploring intuitive cooperation in early ontogeny. Cognition, 1–7. doi:10.1016/j.cognition.2019.104144Google Scholar
Hammond, S. I., & Carpendale, J. M. (2015). Helping children help: The relation between maternal scaffolding and children’s early help. Social Development, 24, 367383. doi:10.1111/sode.12104CrossRefGoogle Scholar
Hirvonen, R., Väänänen, J., Aunola, K., Ahonen, T., & Kiuru, N. (2018). Adolescents’ and mothers’ temperament types and their roles in early adolescents’ socioemotional functioning. International Journal of Behavioral Development, 42, 453463. doi:10.1177/0165025417729223Google Scholar
Howes, C., & Farver, J. (1987). Toddlers’ responses to the distress of their peers. Journal of Applied Developmental Psychology, 8, 441452. doi:10.1016/0193-3973(87)90032-3Google Scholar
Hay, D. F. (1979). Cooperative interactions and sharing between very young children and their parents. Developmental Psychology, 15, 647653. doi:10.1037/0012-1649.15.6.647CrossRefGoogle Scholar
Hay, D. F., & Cook, K. V. (2007). The transformation of prosocial behavior from infancy to childhood. In Brownell, C. & Kopp, C. B. (Eds.), Socioemotional development in the toddler years (pp. 100131). Guilford Press.Google Scholar
Hay, D. F., & Murray, P. (1982). Giving and requesting: Social facilitation of infants’ offers to adults. Infant Behavior and Development, 5, 301310. doi:10.1016/S0163-6383(82)80039-8Google Scholar
Hirvonen, R., Väänänen, J., Aunola, K., Ahonen, T., & Kiuru, N. (2017). Adolescents’ and mothers’ temperament and their role in adolescents’ socioemotional functioning. International Journal of Behavioral Development, 42, 453463. doi:10.1177/016502541772922Google Scholar
Kagan, J., Snidman, N., Kahn, V., & Towsley, S. (2007). The preservation of two infant temperaments into adolescence. Monographs of the Society for Research on Child Development,72, 175. doi:10.1111/j.1540-5834.2007Google Scholar
Kanacri, B. P., Pastorelli, C., Eisenberg, N., Zuffianò, A., & Caprara, G. V. (2013). The development of prosociality from adolescence to early adulthood: The role of effortful control. Journal of Personality, 81, 302312. doi:10.111/jopy.12001Google Scholar
Kao, K., Tuladhar, C. T., & Tarullo, A. R. (2020). Parental and family-level sociocontextual correlates of emergent emotion regulation: Implications for early social competence. Journal of Child and Family Studies, 29, 16301641. doi:10.1007/s10826-020-01706-4Google Scholar
Karahuta, E. L. (2019). What makes a good helper?: Links between maternal autonomy support, toddlers’ inhibitory control, and early prosocial behaviors [Doctoral Dissertation, Lehigh University]. Lehigh Preserve Institutional Repository. https://preserve.lib.lehigh.edu/islandora/object/preserve%3Abp-16102015Google Scholar
Kochanska, G., & Kim, S. (2013). A complex interplay among the parent–child relationship, effortful control, and internalized, rule-compatible conduct in young children: Evidence from two studies. Child Development, 84, 283296. doi:10.1111/j.1467-8624.2012.01852.xGoogle Scholar
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220232. doi:10.1037/0012-1649.36.2.220Google Scholar
Knafo, A., & Israel, S. (2012). Empathy, prosociality, and other aspects of kindness. In Zentner, M. & Shiner, R. (Eds.), The handbook of temperament: Theory and research (pp. 168179). Guilford Press.Google Scholar
Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J. L., & Rhee, S. H. (2008). The developmental origins of a disposition toward empathy: Genetic and environmental contributions. Emotion, 8, 737. doi:10.1037/a0014179CrossRefGoogle ScholarPubMed
Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32(6), 10081024. doi:10.1037/0012-1649.32.6.1008.Google Scholar
Lagacé-Séguin, D. G., & Coplan, R. (2005). Maternal emotional styles and child social adjustment: Assessment, correlates, outcomes and goodness of fit in early childhood. Social Development, 14, 613636. doi:10.1111/j.1467-9507.2005.00320.xGoogle Scholar
Laible, D., Carlo, G., Davis, A., & Karahuta, E. (2016). Maternal sensitivity and effortful control in early childhood as predictors of adolescents’ adjustment: The mediating roles of peer group affiliation and social behaviors in middle childhood. Developmental Psychology, 52, 922932. doi:10.1037/dev0000118Google Scholar
Laible, D., Carlo, G., Murphy, T., Augustine, M., & Roesch, S. (2014). Predicting children’s prosocial and cooperative behavior from children’s temperamental profiles. Social Development, 23, 734752.CrossRefGoogle Scholar
Laible, D., Carlo, G., & Padilla-Walker, L. (2019). Parenting and moral development: A nuanced approach. In Laible, D., Carlo, G., & Padilla-Walker, L. (Eds), Handbook of moral development and parenting (pp. 318). Oxford Library of Psychology Series. Oxford University Press.Google Scholar
Laible, D. & Karahuta, E. (2014). Prosocial behaviors in early childhood: Helping others, responding to the distress of others, and working with others. In Padilla-Walker, L. & Carlo, G. (Eds.), The complexities of raising prosocial children: An examination of the multidimensionality of prosocial behaviors (pp. 350374). Oxford University Press.Google Scholar
Laible, D., Karahuta, E., Stout, W., Van Norden, C., Cruz, A, Neely, P., Carlo, G., Agalar, A. (2021). Toddlers’ helping, sharing, and empathic distress: Does the race of the target matter? Developmental Psychology, 57(9), 14521462. doi:10.1037/dev0001233.Google Scholar
Laible, D., Kumru, A., Carlo, G., Streit, C., Yagmurlu, B. & Sayil, M. (2017). The longitudinal associations between temperament, parenting, and Turkish children’s prosocial behavior. Child Development, 88, 10571062. doi:10.1111/cdev.12877Google Scholar
Laible, D., Murphy, T., & Augustine, M. (2014). Adolescent’s aggressive and prosocial behavior: Links with social information processing, negative emotionality, moral affect, and moral cognition. Journal of Genetic Psychology, 175, 270286. doi:10.1080/00221325.2014.885878Google Scholar
Lamb, S., & Zakhireh, B. (1997) Toddlers’ attention to the distress of peers in a daycare setting. Early Education & Development, 8, 105118. doi:10.1207/s15566935eed0802_1CrossRefGoogle Scholar
Lengua, L. J. (2008). Anxiousness, frustration, and effortful control as moderators of the relation between parenting and adjustment in middle-childhood. Social Development, 17, 554577.Google Scholar
Liew, J., Eisenberg, N., Spinrad, T. L., Eggum, N. D., Haugen, R. G., Kupfer, A., Reiser, M. R., & Baham, M. E. (2011). Physiological regulation and fearfulness as predictors of young children’s empathy-related reactions. Social Development, 20, 111134. doi:10.1111/j.1467-9507.2010.00575.xGoogle Scholar
Liszkowski, U., Carpenter, M., & Tomasello, M. (2008). Twelve-month-olds communicate helpfully and appropriately for knowledgeable and ignorant partners. Cognition, 108, 732739. doi:10.1016/j.cognition.2008.06.013Google Scholar
Ma, T., Zarrett, N., Simpkins, S., Vandell, D., & Jiang, S. (2020). Patterns of prosocial behaviors in middle childhood predicting peer relationships during early adolescence. Journal of Adolescence, 78, 18. doi:10.1016/j.adolescence.2019.11.004CrossRefGoogle ScholarPubMed
Malonda, E., Llorca, A., Mesurado, B., Samper, P., & Mestre, M. V. (2019). Parents or peers? Predictors of prosocial behavior and aggression: A longitudinal study. Frontiers in Psychology, 10, 112. doi:10.3389/fpsyg.2019.02379Google Scholar
Markiewicz, D., Doyle, A. B., & Brendgen, M. (2001). The quality of adolescents’ friendships: Associations with mothers’ inter-personal relationships, attachments to parents and friends, and prosocial behaviors. Journal of Adolescence, 24, 429445. doi:10.1006/jado.2001.0374Google Scholar
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947959. doi:10.1037/0012-1649.43.4.947Google Scholar
McGinley, M. (2008). Temperament, parenting, and prosocial behaviors: Applying a new interactive theory of prosocial development [Unpublished doctoral dissertation]. University of Nebraska.Google Scholar
Memmott-Elison, M. K., Holmgren, H. G., Padilla-Walker, L. M., & Hawkins, A. J. (2020). Associations between prosocial behavior, externalizing behaviors, and internalizing symptoms during adolescence: A meta-analysis. Journal of Adolescence, 80, 98114. doi:10.1016/j.adolescence.2020.01.012Google Scholar
Moore, C. (2009). Fairness in children’s resource allocation depends on the recipient. Psychological Science, 20, 944948. doi:10.1111/j.1467-9280.2009.02378.xGoogle Scholar
Murphy, B. C., Shepard, S. A., Eisenberg, N., & Fabes, R. A. (2004). Concurrent and across time prediction of young adolescents’ social functioning: The role of emotionality and regulation. Social Development, 13, 5686.Google Scholar
Newton, E. K., Thompson, R. A., & Goodman, M. (2016). Individual differences in toddlers’ prosociality: Experiences in early relationships explain variability in prosocial behavior. Child Development, 87, 17151726. doi:10.1111/cdev.12631Google Scholar
Nie, Y.-G., Li, J.-B., & Vazsonyi, A. T. (2016). Self-control mediates the associations between parental attachment and prosocial behavior among Chinese adolescents. Personality and Individual Differences, 96, 3639. doi:10.1016/j.paid.2016.02.077Google Scholar
O’Neill, A., & Kuhlmeier, V. A. (2013). Similarity and group membership: Influences on perception and behavior in toddlers. Poster presented at the meeting of the Society for Research in Child Development, Seattle, WA.Google Scholar
Padilla-Walker, L. M., & Carlo, G. (2014). Prosocial development: A multidimensional approach. Oxford University Press.Google Scholar
Padilla-Walker, L. & Christensen, K. (2010). Empathy and self-regulation as mediators between parenting and adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 21, 545551. doi:0.1111/j.1532-7795.2010.00695.xGoogle Scholar
Padilla-Walker, L. M., & Nelson, L. J. (2010). Parenting and adolescents’ values and behavior: The moderating role of temperament. Journal of Moral Education, 39, 491509. doi:10.1080/03057240.2010.521385Google Scholar
Padilla-Walker, L. M., Nielson, M. G., & Day, R. D. (2016). The role of parental warmth and hostility on adolescents’ prosocial behavior toward multiple targets. Journal of Family Psychology, 30(3), 331340. https://doi.org/10.1037/fam0000157Google Scholar
Panfile, T. & Laible, D. (2012). Attachment and empathy: The mediating role of emotion regulation. Merrill Palmer Quarterly, 58, 121. doi:10.1353/mpq.2012.0003Google Scholar
Pastorelli, C., Lansford, J. E., Luengo Kanacri, B. P., Malone, P. S., Di Giunta, L., Bacchini, D., … & Sorbring, E. (2016). Positive parenting and children’s prosocial behavior in eight countries. Journal of Child Psychology and Psychiatry, 57, 824834. doi:10.1111/jcpp.12477Google Scholar
Paulus, M. (2018). The multidimensional nature of early prosocial behavior: A motivational perspective. Current Opinions in Psychology, 20, 111116. doi:10.1016/j.copsyc.2017.09.003Google Scholar
Paulus, M., Licata, M., Kristen, S., Thoermer, C., Woodward, A., & Sodian, B. (2015). Social understanding and self-regulation predict pre-schoolers’ sharing with friends and disliked peers: A longitudinal study. International Journal of Behavioral Development, 39, 5364. doi:10.1177/0165025414537923Google Scholar
Pettersson, E., & Turkheimer, E. (2013). Approach temperament, anger, and evaluation: Resolving a paradox. Journal of Personality and Social Psychology, 105, 285300. doi:10.1037/a0033046Google Scholar
Poehlmann, J., Hane, A., Burnson, C., Maleck, S., Hamburger, E., & Shah, P. E. (2012). Preterm infants who are prone to distress: Differential effects of parenting on 36-month behavioral and cognitive outcomes. Journal of Child Psychology and Psychiatry and Allied Disciplines, 53, 10181025. doi:10.1111/j.1469-7610.2012.02564.xCrossRefGoogle ScholarPubMed
Rabinowitz, J. A., Osigwe, I., Drabick, D. A., & Reynolds, M. D. (2016). Negative emotional reactivity moderates the relations between family cohesion and internalizing and externalizing symptoms in adolescence. Journal of Adolescence, 53, 116126. doi:10.1016/j.adolescence.2016.09.007Google Scholar
Ramchandani, P. G., van IJzendoorn, M. H., & Bakermans-Kranenburg, M. J. (2010). Differential susceptibility to fathers’ care and involvement: The moderating effect of infant reactivity. Family Science, 1, 93101. doi:10.1080/19424621003599835Google Scholar
Rettew, D. C., Copeland, W., Stanger, C., & Hudziak, J. J. (2004). Associations between temperament and DSM-IV externalizing disorders in children and adolescents. Journal of Developmental and Behavioral Pediatrics, 25, 383391. doi:0.1097/00004703-200412000-00001Google Scholar
Roberts, B., & Delvacchio, W. (2000). The rank-order consistency of personality traits from childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126, 325.Google Scholar
Rothbart, M. K. (2012). Advances in temperament. In Zentner, M. & Shiner, R. L. (Eds.), Handbook of temperament (pp. 320). Guilford Press.Google Scholar
Rothbart, M. K., & Bates, J. E. (1998). Temperament. In Damon, W. (Series Ed.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology, Vol. 3: Social, emotional, and personality development (5th ed., pp. 311388). Wiley.Google Scholar
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In Eisenberg, N., Damon, W., & Lerner, R. M. (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 99166). John Wiley & Sons.Google Scholar
Rudasil, K., & Konold, T. (2008). Contributions of children’s temperament to teachers’ judgments of social competence from kindergarten through second grade. Early Education and Development, 19, 643666. doi:10.1080/10409280802231096Google Scholar
Rueda, M. R. (2012). Effortful control. In Zentner, M. & Shiner, R. L. (Eds.), Handbook of temperament (pp. 145167). Guilford Press.Google Scholar
Russell, A., Hart, C. H., Robinson, C. C., & Olsen, S. F. (2003). Children’s sociable and aggressive behavior with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27, 7486. doi:10.1080/01650250244000038Google Scholar
Rydell, A.-M., Berlin, L., & Bohlin, G. (2003). Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children. Emotion, 3, 3047. doi:10.1037/1528-3542.3.1.30Google Scholar
Scalco, M. D., & Colder, C. R. (2017). Trajectories of marijuana use from late childhood to late adolescence: Can temperament × experience interactions discriminate different trajectories of marijuana use? Development and Psychopathology, 29(3), 775790. doi:10.1017/S0954579416000468Google Scholar
Scalco, M., Evans, M., & Colder, C. (2021). Understanding the progression from early alcohol use experimentation to alcohol use disorder: Testing vulnerability by experience interactions using a two-part latent growth curve model. Research on Child and Adolescent Psychopathology, 49, 789805. doi:10.1007/s10802-021-00772-6.Google Scholar
Schmitz, F., Teige-Mocigemba, S., Voss, A., & Klauer, K. C. (2013). When scoring algorithms matter: Effects of working memory load on different IAT scores. The British Journal of Social Psychology, 52, 103121.Google Scholar
Schuhmacher, N., Collard, J., & Kärtner, J. (2017). The differential role of parenting, peers, and temperament for explaining interindividual differences in 18-months-olds’ comforting and helping. Infant Behavior and Development, 46, 124134. doi:10.1016/j.infbeh.2017.01.002Google Scholar
Scrimgeour, M., Davis, E., & Buss, K. (2016). You get what you get and you don’t throw a fit!: Emotion socialization and child physiology jointly predict early prosocial development. Developmental Psychology, 52, 102116. doi:10.1037/dev0000071Google Scholar
Shiner, R., Buss, K., McClowry, S., Putnam, S., Saudino, K., & Zentner, M. (2012). What is temperament now? Assessing progress in temperament research on the twenty-fifth anniversary of Goldsmith. Child Development Perspectives, 6, 436444. doi:10.1111/j.1750-8606.2012.00254.xGoogle Scholar
Sirois, M. S., Bernier, A., & Lemelin, J. P. (2019). Child temperamental anger, mother–child interactions, and socio-emotional functioning at school entry. Early Childhood Research Quarterly, 47, 3038. doi:10.1016/j.ecresq.2018.10.005Google Scholar
Slagt, M., Dubas, J., Deković, M., Haselager, G., & van Aken, M. (2015). Longitudinal associations between delinquent behaviour of friends and delinquent behaviour of adolescents: Moderation by adolescent personality traits. European Journal of Personality, 29, 468477. doi:10.1002/per.2001Google Scholar
Slagt, M., Semon Dubas, J., and van Aken, M. A. G. (2016). Differential susceptibility to parenting in middle childhood: Do impulsivity, effortful control and negative emotionality indicate susceptibility or vulnerability? Infant and Child Development, 25, 302324. doi:10.1002/icd.1929.Google Scholar
Smith, C. E., Blake, P. R., & Harris, P. L. (2013). I should but I won’t: Why young children endorse norms of fair sharing but do not follow them. PLoS ONE, 8, e59510. doi:10.1371/journal.pone.0059510Google Scholar
Song, J. H., Colasante, T., & Malti, T. (2018). Helping yourself helps others: Linking children’s emotion regulation to prosocial behavior through sympathy and trust. Emotion, 18, 518527. doi:10.1037/emo0000332Google Scholar
Spinrad, T. L., & Stifter, C. A. (2006). Toddlers’ empathy-related responding to distress: Predictions from negative emotionality and maternal behavior in infancy. Infancy, 10, 97121. doi:10.1207/s15327078in1002_1Google Scholar
Stanhope, L. N. (1999, April). Preschoolers’ sharing as related to birth order, temperament, and parenting styles. Poster session presented at the biennial meeting of the Society of Research in Child Development, Albuquerque, NM.Google Scholar
Stoltz, S., Beijers, R., Smeekens, S., & Dekovic, M. (2017). Diathesis stress or differential susceptibility? Testing longitudinal associations between parenting, temperament, and children’s problem behavior. Social Development, 26, 783796. doi:10.1111/sode.12237Google Scholar
Totté, K. W. (2012). From “difficult” to “susceptible” child. An experimental study on negative emotionality based differential susceptibility in school-aged children [Unpublished master’s thesis]. Utrecht University.Google Scholar
Vale, E. A. (2006). Early moral sense: Behavioral self-regulation, temperament, and prosocial behavior in young children in child-centered classrooms [Doctoral dissertation]. Portland State University.Google Scholar
Valiente, C., Lemery, K., Swanson, J., & Reiser, M. (2008). Prediction of children’s academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100, 6777. doi:10.1037/0022-0663.100.1.67Google Scholar
Vertsberger, D., Israel, S., & Knafo-Noam, A. (2019). Genetics, parenting, and moral development. In Laible, D., Carlo, G., & Padilla-Walker, L. (Eds.), Parenting and moral development (pp. 107127). Oxford University Press.Google Scholar
Volbrecht, M. M., Lemery-Chalfant, K., Aksan, N., Zahn-Waxler, C., & Goldsmith, H. H. (2007). Examining the familial link between positive affect and empathy development in the second year. The Journal of Genetic Psychology, 168, 105129. doi:10.3200/GNTP.168.2.105-130Google Scholar
Warneken, F., & Tomasello, M. (2006). Altruistic helping in human infants and young chimpanzees. Science, 311, 13011303. doi:10.1126/science.1121448Google Scholar
Warneken, F., & Tomasello, M. (2007). Helping and cooperation at 14 months of age. Infancy, 11, 271294. doi:10.1111/j.1532-7078.2007.tb00227.xGoogle Scholar
Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. Developmental Psychology, 44, 17851788. doi:10.1037/a0013860Google Scholar
Wilkowski, B. M., Robinson, M. D., & Troop-Gordon, W. (2010). How does cognitive control reduce anger and aggression? The role of conflict monitoring and forgiveness processes. Journal of Personality and Social Psychology, 98(5), 830840. doi:10.1037/a0018962Google Scholar
Willoughby, M., Kupersmidt, J., Voegler-Lee, M., & Bryant, D. (2011). Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement. Developmental Neuropsychology, 36, 162180. doi:10.1080/87565641.2010.549980Google Scholar
Wilson, B. J., Dauterman, H. A., Frey, K.., Rutter, T., Myers, J., Zhou, V., & Bisi, E. (2021). Effortful control moderates the relation between negative emotionality and socially appropriate behavior. Journal of Experimental and Child Psychology, 207, 105119. doi:10.1016/j.jecp.2021.105119Google Scholar
Wong, T., Konishi, C., & Kong, X. (2020). Parenting and prosocial behaviors: A meta-analysis. Social Development, 30, 343373. doi:10.1111/sode.12481Google Scholar
Xiao, S. X., Spinrad, T. L., & Eisenberg, N. (2019). Longitudinal relations of preschoolers’ dispositional and situational anger to their prosocial behavior: The moderating role of shyness. Social Development, 28, 383–397. https://doi.org/10.1111/sode.12346.Google Scholar
Young, S. K., Fox, N. A., & Zahn-Waxler, C. (1999). The relations between temperament and empathy in 2-year-olds. Developmental Psychology, 35, 11891197. doi:10.1037/0012-1649.35.5.1189Google Scholar
Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992). Development of concern for others. Developmental Psychology, 28, 126136. doi:10.1037/0012-1649.28.1.126Google Scholar
Zhang, X., Sayler, K., Hartman, S., & Belsky, J. (2021). Infant temperament, early child-hood parenting, and early adolescent development: Testing alternative models of parenting × temperament interaction. Development and Psychopathology, first view, 112. doi:10.1017/S0954579420002096Google Scholar
Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on children’s effortful control and executive function: A call for an integrated model of self- regulation. Child Development Perspectives, 6, 112121. doi:10.1111/j.1750-8606.2011.00176.xGoogle Scholar
Zuckerman, M. (1999). Diathesis-stress models. In Vulnerability to psychopathology: A biosocial model (pp. 323). American Psychological Association.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@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
×