2014, Number 2
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ABSTRACTProsocial behaviors have been defined as actions primarily intended to benefit others (Eisenberg et al., 2006). Sharing and donating resources, comforting others, volunteering for charitable activities, and helping needy ones are typical forms of prosocial behaviors and most parents around the world desire their youth to exhibit such behaviors. According to socialization theorists (Bandura, 1986; Hoffman, 2002), parents play an important role in promoting and fostering prosocial behaviors in their children and adolescents. To study the relationship between parenting and individual level variables (e.g., prosocial moral reasoning, empathy, self-control) could substantially further our understanding of prosocial development (Carlo, Mestre, Samper, Tur, & Armenta, 2010a; Tur-Porcar, Mestre, Samper, & Malonda, 2012; Wahl & Metzner, 2012). Prosocial behavior, cognitive and emotional variables, facilitate the interaction and social adaptation. Recent researches about victimization in school settings have focused on the cognitive and emotional processes such as regulatory and control mechanisms of aggressive behavior and peer victimization (Anderson & Hunter, 2012). Strategies to address and solve problems, empathy, social skills, emotional intelligence and self-control in interaction with peers are considered strengths or weaknesses for good social adaptation and appropriate social relationships with school mates (Petrides, Frederickson, & Furnham, 2004). Previous research found a negative relationship between bullying and empathy, especially with its cognitive component (perspective taking). Understanding the emotions of others seems to inhibit the expression of antisocial behavior (Gini, Albiero, Benelli, & Altoé, 2007). Empathy can also play an important role in the experiences of victimization, because an empathic orientation to others provide quality in relationships and can promote social adjustment (Malti, Perren, & Buchmann, 2010; Kokkinos & Kipritsi, 2012). The aims of this study are (1) to study the influence of parental variables (mother and father parenting styles) and adolescent variables both personal and specific to the school environment (i.e., empathy, selfcontrol, attachment, victimization, and school performance) in predicting prosocial behavior by sex and age; and (2) to study the increase in the explained variance of each of the variables included in the model. The results will be discussed according to gender and age differences.
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Mesurado, B., Richaud, M.C., Mestre, V., Samper-García, P., Tur-Porcar, A., Morales, A., & Viveros, F. (2014). “Parental expectations and prosocial behavior of adolescents from low-income backgrounds: a Cross-Cultural comparison between three countries-Argentina, Colombia and Spain”. Journal of Cross-Cultural Psychology. doi: 10.1177/0022022114542284. Recuperado el 13 de julio de 2014, de http://jcc.sagepub.com/content/ear ly/2014/07/12/0022022114542284