The multidimensionality of the relation between normative views and prosocial behavior in young children

• In Event: Prosocial = good? Children’s developing evaluations of prosocial actions

Abstract

Young children engage in different prosocial behaviors and evaluate other’s prosocial actions. Following a multidimensional approach to prosociality (Dunfield, 2014), different domains (i.e., sharing, comforting, helping) are characterized by different social-cognitive demands and motivations. Normative considerations are proposed to play an increasing role for actual behavior in preschool years. In addition, the moral self-concept (MSC), that is, children’s representation of own moral behavioral tendencies, is proposed to predict behavior (Krettenauer, 2013). The current studies address the multidimensionality of prosocial behavior in the context of the debate whether and how normative views and behavior are related. Given the heterogeneity of prosocial behavior, we investigated the impact of normative considerations and MSC separately for sharing and comforting behavior within two longitudinal studies that allowed for exploring developmental trajectories (overall N=247).

Study 1 examined behavior, normative view, and MSC with respect to sharing of 4-6-year-olds at three measurement points (N=127). Study 2 examined behavior, normative view, and MSC regarding comforting longitudinally at 5 and 6 years (N=120). Both samples included predominantly White children living in a European city. All measures followed established procedures. Prosocial behaviors were assessed in experimental setups eliciting costly sharing and comforting behavior. A sharing norm was measured following Smith et al. (2013). A normative view about comforting was assessed as children’s evaluation of other’s comforting or a lack thereof following Paulus et al. (2019). MSC was measured using a puppet-interview following Krettenauer et al. (2013).

In Study 1, cross-lagged panel analyses revealed stability of sharing behavior, sharing norm, and sharing MSC. In an overall model comprising behavior, norm, and MSC, sharing MSC at measurement two predicted sharing behavior at measurement three while children’s sharing norm was unrelated to their behavior. Sharing MSC at measurement one predicted sharing norm at measurement two. Interestingly, group comparisons revealed that children who expressed a norm that one ought to share at least half of the resources shared more than other children, indicating an interplay of normative considerations and MSC. In Study 2, comforting behavior at age 5 predicted a normative view about comforting at age 6. Comforting MSC was unrelated to comforting behavior, suggesting a relation between comforting behavior and normative views but not MSC.

The current studies underscore the importance of both normative views and children’s MSC for prosocial behavior. Importantly, it suggests that the relative importance of normative views and MSC might differ between prosocial dimensions. The findings thus support theories on the heterogeneity of prosocial behavior. Concerning sharing, the moral self-concept was substantially predictive of behavior. Normative views played an additional role. Hitherto, separate lines of research focused on the role of normative views and the MSC. The current findings provide a novel perspective by showing a complex interplay of both. Concerning comforting behavior, the results are less clear, but suggest that normative development capitalizes on early emerging empathic concern (see Dahl et al., 2018). Overall, the findings are suggestive of different developmental trajectories for the interplay of normative views, MSC, and behavior in each of the prosocial domains.

Authors

• Natalie Christner, Ludwig-Maximilians-Universität München
  Presenting Author

• Lena Anna Soeldner, Ludwigs Maximilians Universität München

• Regina Maria Sticker, Ludwig Maximilians University

• Markus Paulus, Ludwig-Maximilians-Universität München