Prosociality: types, targets, and related and contextual variables in childhood and adolescence

Abstract

In this chapter we have developed the concept of prosociality and analyzed the different variables within which it is related, reviewing different authors and including the results of studies carried out especially in Argentina.In the first place, we have presented several definitions of prosocial behavior with the purpose of highlighting the different aspects of it. Thus, we have found definitions based on the types of behaviors frequently exhibited to benefit another, the motivation to carry it out or those that incorporate the role of the recipient as a criterion of validity and efficacy of the prosocial action. Second, we have reviewed different classifications of prosocial behavior. Some authors such as Brief and Morowidlo (1986) or Eisenberg and Fabes (1998) categorize prosocial behaviors according to the most frequently performed or studied. Baumeister and Bushman (2007) add obeying the rules and conforming to socially accepted behaviors as prosocial behaviors. González Portal (1992) characterizes them, according to a situational criterion, as a) direct vs. Indirect; b) requested vs. not requested, and (c) in emergency or non-emergency situations. Finally, Roche Olivar (2011) includes cooperation, which some authors do not consider prosocial behavior because it would imply the expectation of a benefit from the person with whom it cooperates.Third, we have analyzed the relationship between empathy and prosociality, particularly how the perception of pain in others leads people to display behaviors of help and comfort. However, we have also analyzed how positive empathy affects prosocial behavior and how, in recent years, different studies on the contextual aspect of empathy rethink the apparent direct relationship between empathy and prosociality. Fourth, we have presented different variables that promote prosociality such as styles, practices and parental modeling, positive emotions and community size. With respect to styles, practices and parental modeling, we have seen that parental practices have an effect depending on the type of practice and the type of motivation to carry out the prosocial behavior, but that parental modeling is the one that most influences the development of prosociality in children, especially in the cases of altruism and public prosocial behavior. With regard to positive emotions, we have observed that they influence prosocial behavior through empathy and not directly. The community size has also been shown to have a significant influence on the development of prosocial behavior, having found that not only prosocial behavior but the variables associated with it, such as empathy and positive emotions, are greater in smaller communities. Fifthly, we have developed the concept of prosocial flow, showing that optimal experience not only develops in relation to individual and self-centered activities, but can also be developed by helping others, thus becoming a promoter of future prosocial behavior. Finally, we have analyzed the influence of the targets to which prosocial behavior is directed. Most studies of prosocial behavior have been aimed at analyzing this behavior when addressing strangers. However, we have shown how this can vary depending on the target: family, friends or strangers. When the target is the family or friends, the prosocial behavior is related to the authoritative style of parents and the challenge of the mother; but when the target are strangers the prosocial behavior is linked to the prosocial flow and empathy.