Prosocial behaviour mediates the relation between empathy and aggression in primary school children

References

• Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child Development, 74(3), 769–782.
   Google Scholar
• Bonino, S., Lo Coco, A., & Tani, F. (1998). Empatia. Processi di condivisione delle emozioni [Empathy. The processes of sharing emotions]. Firenze: Giunti.
   Google Scholar
• Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22(4), 717–735.
   Google Scholar
• Bussey, K., Quinn, C., & Dobson, J. (2015). The moderating role of empathic concern and perspective taking on the relationship between moral disengagement and aggression. Merrill-Palmer Quarterly, 61(1), 10–29.
   Google Scholar
• Calvete, E., Gamez-Guadix, M., & Garcia-Salvador, S. (2015). Social information processing in child-to-parent aggression: Bidirectional associations in a 1-year prospective study. Journal of Child and Family Studies, 24(8), 2204–2216.
   Google Scholar
• Camodeca, M., & Coppola, G. (2016). Bullying, empathic concern, and internalization of rules among preschool children: The role of emotion understanding. International Journal of Behavioral Development, 40(5), 459–465.
   Google Scholar
• Caprara, G. V., Kanacri, B. P. L., Zuffianò, A., Gerbino, M., & Pastorelli, C. (2015). Why and how to promote adolescents’ prosocial behaviors: Direct, mediated and moderated effects of the CEPIDEA school-based program. Journal of Youth and Adolescence, 44(12), 2211–2229.
   Google Scholar
• Caprara, G. V., Pastorelli, C., Barbaranelli, C., & Vallone, R. (1992). Indicatori della capacità di adattamento sociale in età evolutiva [Indices of social adjustment ability in school-age children]. Firenze: Organizzazioni Speciali.
   Google 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), 257–270.
   Google Scholar
• Caravita, S. C. S., Di Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18(1), 140–163.
   Google Scholar
• Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185–1229.
   Google Scholar
• Carlo, G., Knight, G. P., McGinley, M., Goodvin, R., & Roesch, S. C. (2010). The developmental relations between perspective taking and prosocial behaviors: A meta-analytic examination of the task-specificity hypothesis. In B. W. Sokol, U. Müller, J. I. M. Carpendale, A. R. Young, & G. Iarocci (Eds.), Self and social regulation: Social interaction and the development of social understanding and executive functions (pp. 234–269). New York, NY: Oxford University Press.
   Google Scholar
• Carlo, G., Mestre, M. V., McGinley, M. M., Tur-Porcar, A., Samper, P., & Opal, D. (2014). The protective role of prosocial behaviors on antisocial behaviors: The mediating effects of deviant peer affiliation. Journal of Adolescence, 37(4), 359–366.
   Google 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), 872–877.
   Google Scholar
• Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67(5), 2317–2327.
   Google Scholar
• Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74–101.
   Google Scholar
• Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61(4), 1145–1152.
   Google Scholar
• Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74(2), 374–393.
   Google Scholar
• Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (Vol. 3, 6th ed., pp. 646–718). Hoboken, NJ: John Wiley & Sons Inc.
   Google Scholar
• Eisenberg, N., & Spinrad, T. L. (2014). Multidimensionality of prosocial behavior: Rethinking the conceptualization and development of prosocial behavior. In L. M. Padilla-Walker & G. Carlo (Eds.), Prosocial development: A multidimensional approach (pp. 17–39). New York, NY, US: Oxford University Press.
   Google Scholar
• Eisenberg, N., Eggum-Wilkens, N. D., & Spinrad, T. L. (2015). The development of prosocial behavior. In D. A. Schroeder & W. G. Graziano (Eds.), The Oxford handbook of prosocial behavior (pp. 114–136). New York, NY: Oxford University Press.
   Google Scholar
• Eisenberg, N., Cameron, E., Tryon, K., & Dodez, R. (1981). Socialization of prosocial behavior in the preschool classroom. Developmental Psychology, 17(6), 773–782.
   Google Scholar
• Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development., Vol. 3, 5th ed. (pp. 701–778). John Wiley & Sons Inc.
   Google Scholar
• Eisenberg, N., Guthrie, I. K., Murphy, B. C., Shepard, S. A., Cumberland, A., & Carlo, G. (1999). Consistency and development of prosocial dispositions: A longitudinal study. Child Development, 70(6), 1360–1372.
   Google Scholar
• Eisenberg, N., & Miller, P. A. (1987). The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 101(1), 91–119.
   Google Scholar
• Eisenberg, N., Zhou, Q., & Koller, S. (2001). Brazilian adolescents’ prosocial moral judgment and behavior: Relations to sympathy, perspective taking, gender-role orientation, and demographic characteristics. Child Development, 72(2), 518–534.
   Google Scholar
• Eron, L. D., & Huesmann, L. R. (1984). The relation of prosocial behavior to the development of aggression and psychopathology. Aggressive Behavior, 10(3), 201–211.
   Google Scholar
• Fabes, R. A., Carlo, G., Kupanoff, K., & Laible, D. (1999). Early adolescence and prosocial/moral behavior I: The role of individual processes. The Journal of Early Adolescence, 19(1), 5–16.
   Google Scholar
• Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115–134.
   Google Scholar
• Georgiou, G., Kimonis, E. R., & Fanti, K. A. (2019). What do others feel? Cognitive empathy deficits explain the association between callous-unemotional traits and conduct problems among preschool children. European Journal of Developmental Psychology, 16(6), 633–653.
   Google Scholar
• Gini, G., Albiero, P., Benelli, B., & Altoè, G. (2007). Does empathy predict adolescents’ bullying and defending behavior? Aggressive Behavior, 33(5), 467–476.
   Google Scholar
• Hare, R. (2006). Psychopathy: A clinical construct whose time has come. Current perspectives in forensic psychology and criminal justice (pp. 107–117). Thousand Oaks, CA, USA: Sage Publications, Inc.
   Google Scholar
• Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. New York: Cambridge University Press.
   Google Scholar
• Holl, A. K., Kirsch, F., Rohlf, H., Krahé, B., & Elsner, B. (2018). Longitudinal reciprocity between theory of mind and aggression in middle childhood. International Journal of Behavioral Development, 42(2), 257–266.
   Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
   Google Scholar
• Johnston, M., & Krettenauer, T. (2011). Moral self and moral emotion expectancies as predictors of anti- and prosocial behaviour in adolescence: A case for mediation? European Journal of Developmental Psychology, 8(2), 228–243.
   Google Scholar
• Jung, J., & Schröder-Abé, M. (2019). Prosocial behavior as a protective factor against peers’ acceptance of aggression in the development of aggressive behavior in childhood and adolescence. Journal of Adolescence, 74, 146–153.
   Google Scholar
• Kaukiainen, A., Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Rothberg, S., & Ahlbom, A. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25(2), 81–89.
   Google Scholar
• Laghi, F., Lonigro, A., Pallini, S., & Baiocco, R. (2018). Emotion regulation and empathy: Which relation with social conduct? The Journal of Genetic Psychology, 179(2), 62–70.
   Google Scholar
• Laible, D. J., Murphy, T. P., & Augustine, M. (2014). Adolescents’ aggressive and prosocial behaviors: Links with social information processing, negative emotionality, moral affect, and moral cognition. Journal of Genetic Psychology, 175(3), 270–286.
   Google Scholar
• Lansford, J. E., Malone, P. S., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2010). Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood. Development and Psychopathology, 22(3), 593–602.
   Google Scholar
• Leaper, C., & Farkas, T. (2015). The socialization of gender during childhood and adolescence. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (2nd ed., pp. 541–565). New York, NY: Guilford Press.
   Google Scholar
• Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71(1), 107–118.
   Google Scholar
• Longobardi, E., Spataro, P., & Rossi-Arnaud, C. (2019). Direct and indirect associations of empathy, theory of mind, and language with prosocial behavior: Gender differences in primary school children. Journal of Genetic Psychology, 180(6), 266–279.
   Google Scholar
• Lonigro, A., Laghi, F., Baiocco, R., & Baumgartner, E. (2014). Mind reading skills and empathy: Evidence for nice and nasty ToM behaviours in school-aged children. Journal of Child and Family Studies, 23(3), 581–590.
   Google Scholar
• Lovett, B. J., & Sheffield, R. A. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review, 27(1), 1–13.
   Google Scholar
• McGinley, M., & Carlo, G. (2007). Two sides of the same coin? The relations between prosocial and physically aggressive behaviors. Journal of Youth and Adolescence, 36(3), 337–349.
   Google Scholar
• McMahon, S. D., Wernsman, J., & Parnes, A. L. (2006). Understanding prosocial behavior: The impact of empathy and gender among African American adolescents. Journal of Adolescent Health, 39(1), 135–137.
   Google Scholar
• Miller, P. A., & Eisenberg, N. (1988). The relation of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103(3), 324–344.
   Google Scholar
• Ostrov, J. M., & Godleski, S. A. (2010). Toward an integrated gender-linked model of aggression subtypes in early and middle childhood. Psychological Review, 117(1), 233–242.
   Google Scholar
• Padilla-Walker, L. M., & Carlo, G. (2007). Personal values as a mediator between parent and peer expectations and adolescent behaviors. Journal of Family Psychology, 21(3), 538–541.
   Google Scholar
• Padilla-Walker, L. M., Carlo, G., & Nielson, M. G. (2015). Does helping keep teens protected? Longitudinal bidirectional relations between prosocial behavior and problem behavior. Child Development, 86(6), 1759–1772.
   Google 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), 231–241.
   Google Scholar
• Pouw, L. B. C., Rieffe, C., Oosterveld, P., Huskens, B., & Stockmann, L. (2013). Reactive/proactive aggression and affective/cognitive empathy in children with ASD. Research in Developmental Disabilities, 34(4), 1256–1266.
   Google Scholar
• Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, 36, 717–731.
   Google Scholar
• Renouf, A., Brendgen, M., Parent, S., Vitaro, F., Zelazo, P. D., Boivin, M., … Séguin, J. R. (2010). Relations between theory of mind and indirect and physical aggression in kindergarten: Evidence of the moderating role of prosocial behaviors. Social Development, 19(3), 535–555.
   Google Scholar
• Richardson, D. R., Hammock, G. S., Smith, S. M., Gardner, W., & Signo, M. (1994). Empathy as a cognitive inhibitor of interpersonal aggression. Aggressive Behavior, 20(4), 275–289.
   Google Scholar
• Roberts, W., & Strayer, J. (1996). Empathy, emotional expressiveness, and prosocial behavior. Child Development, 67(2), 449–470.
   Google Scholar
• Smith, S., Dutcher, K., Askar, M., Talwar, V., & Bosacki, S. (2019). Emotional competencies in emerging adolescence: Relations between teacher ratings and student self-reports. International Journal of Adolescence and Youth, 24(1), 19–28.
   Google Scholar
• Spinrad, T. L., & Eisenberg, N. (2014). Empathy, prosocial behavior, and positive development in schools. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed., pp. 82–98). New York, NY: Routledge/Taylor & Francis Group.
   Google Scholar
• Thompson, R., & Hoffman, M. L. (1980). Empathy and the development of guilt in children. Developmental Psychology, 16, 155–156.
   Google Scholar
• Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth and Adolescence, 47(5), 1086–1099.
   Google Scholar