Role of Factors that Effects the Development of Prosocial Behaviour in Young Adults

Role of Factors that Effects the Development of Prosocial Behaviour in Young Adults

20878609

La Trobe University, Bundoora

PSY2DEV and Developmental Psychology

Amy Millard

12th October 2021

Abstract

The importance of developing prosocial behaviour among young adults is becoming increasingly popular. The current qualitative study was designed to examine the role of factors influencing the development of prosocial behaviour in adolescents aged 13 to 18 years old. The participants in the focus group were assigned with the participant ID codes (A, B, C, D) and were asked to respond to the self-designed and open-ended questions. Results indicate common themes and patterns identified in the data using thematic analysis. Discussion focuses on the contribution of the factors which promote prosocial behaviour in young adults in different contexts.

Role of Factors that Effects the Development of Prosocial Behaviour in Young Adults

Adolescence is a transitional phase of development that has been associated with numerous changes, such as cognitive, emotional, behavioural, and physical changes, occurring between puberty to adulthood (Eccles & Midgley, 1989). Indeed, there is a growing interest in the internal and external factors encouraging the development of prosocial behaviour in adolescents (Dahl & Gunnar, 2009). For example, emotional and cognitive development, family, and peer influence (Calkins & Marcovitch, 2010; Susman & Dorn, 2009). Prosocial behaviour commonly entails actions that are intended to benefit others, like sharing, helping, and comforting (Eisenberg et al., 1997). Notably, scholars have observed the importance of exploring the role of prosocial behaviour in young adults, with different contexts (Carlo, 2007). For example, helping parents is more obligatory than helping peers because parents hold higher power and status whereas peers hold similar social status.

There is evidence supporting the argument that parental, family, and sibling influences were the most widely examined factors of prosocial behaviour among adolescents (Silke et al., 2018). Researchers reported that higher levels of parent-child attachment is positively correlated with prosocial behaviour in teenagers (Eberly & Montemayor, 1998; Nie et al., 2016). In addition, parents practicing autonomous parenting styles and showing care, responsiveness, and supportive behaviour towards their child allows the child to show greater levels of pro-social behaviour (Carlo et al., 2017). Another dominant factor that is associated with prosocial development in adolescents is peers and friends (Silke et al., 2018). At this transitional period of development, peers and friends influence is higher than the parental influence as peers gain more importance and receive more time (Lam et al., 2014). Consistently, it was found that individual prosocial development occurred by the comparison with their friends engaging in prosocial behaviour. Studies found that teenagers aged between 13 to 16 years old reported changes in the probability of participating in volunteering work and prosocial behaviour, due to their best friends and peers showing greater engagement in these activities (Farrell et al., 2017; Barry & Wentzel, 2006).

In addition, another research indicated that the perception adolescents hold of themselves about their self-esteem, emotional development and social skills play a significant role in the development of prosocial behaviour as the link between adolescents perception and ability (e.g., esteem) allows them to enact social change and respond to other individuals emotions and needs (Alessandri et al., 2009; Bandura et al., 2003; Caprara et al., 2010). Moreover, the research has observed a gap in factors such as the positive association of puberty with prosocial behaviour and the role of negative emotions (e.g., anger, frustration) in the development of prosocial behaviour (Carlo et al., 2012).

The aim of this study was to evaluate whether the factors (e.g., family, peers, social skills) effect the development of prosocial behaviour in young adults aged 13 to 18.

Method

Participants

The study included teenaged students aged between 13 to 18 years old. The participants were randomly recruited from different public secondary schools (Moon high school and Sun secondary college) located in urban and rural areas of Melbourne. The study was promoted using social networking sites (e.g., Facebook, Twitter) and weekly school newsletter. The participants in the focus group were assigned with the participant ID codes (A, B, C, D). Exclusion criteria for participation in the study included unfamiliarity with English. Additionally, informed consent was obtained from the parents of the participants and free movie vouchers were rewarded for the participation.

Measures

The participants were assessed using self-designed and open-ended questions and were asked to respond to 7 items. The items included questions based on prosocial behaviour in adolescence (e.g., tell me about a situation when you have done something positive for someone else, and why you did it? In what way do you think how much you help other people has changed over the past few years? What makes a good friend? Why? How much influence do your friends have on how much you do nice or helpful things for other people? Tell me about the times when you would be more or less likely to help someone out, share, or do something nice for someone? What would you do if someone in your class was struggling at school? What is your family like in terms of how much people help each other and around the house?). The qualitative data of the study was collected through the interview method.

Procedure

All the participants were interviewed in a zoom call under the guidance of a trained psychologist. At the beginning of the session, the psychologist explained the purpose of the study in brief. The focus group was instructed to turn their cameras on and were asked to respond to the questions according to their ID codes. Each participant in the focus group was audio-recorded and then transcribed.

Results

A qualitative study was conducted using six-step thematic analysis to identify common themes and patterns in the data (Clarke & Braun, 2013). The transcript of data was recorded electronically on computers and stored securely.

Table 1 below depicts common themes in the responses given by adolescents.

Table 1

Adolescents opinions on prosocial behaviour

Theme Evidence

Developing altruism A kid lost his lunchbox. So my friend said, Ill help you find it, and then I thought, I should help too, so I said I would. (question: 1, participant C)

Sense of belongingness Someone who listens to you, and you can talk with them and you trust them. (question: 3, participant A)

Social Comparison If one of my friends was offering to help someone, then it might make me realise I want to help too. (question: 4, participant B)

Showing empathy Sometimes I think I am more likely to do it if I can put myself in their shoes, you know? (question: 5, participant A)

Table 1 above shows the themes identified in the transcripts. Firstly, a theme of developing altruism reflects that adolescent are willing to give away the time to eat their lunch and help the other kid find his lunchbox, so the other child does not stay hungry. This can be seen in quotes (participant C). Next, a theme of sense of belonging was noticed that shows adolescents are willing to strengthen their social connections emotionally. An example of this can be seen in quotes (participant A). Then, a theme of social comparison was identified which motivates the adolescents to improve and be competitive. This can be observed in the quotes (participant B). Finally, a theme of showing empathy was noticed which shows the efforts made by young adults to understand the feelings and emotions of others. This can be seen in quotes (participant A).

Discussion

This study aimed to explore the role of factors affecting the development of prosocial behaviour in young adults aged 13 to 18. The findings identify the common themes and patterns in the data using thematic analysis (Clarke & Braun, 2013). The results are in line with the previous evidence supporting the association between factors and the development of prosocial behaviour. Additionally, a theme of social comparison identified in the data is consistent with the research showing an increase in young adults probability of participating in volunteering work and prosocial behaviour, due to the comparison with their friends engaging in these activities (Farrell et al., 2017; Barry & Wentzel, 2006). Another theme of showing empathy and developing altruism is in line with the evidence (Alessandri et al., 2009; Bandura et al., 2003; Caprara et al., 2010). Research by Eberly & Montemayor (1998) and Nie et al. (2016) supports the theme sense of belongingness. Taken together, the findings of the current study and other studies point out that the factors discussed above play an essential role in the development of prosocial behaviour in adolescents.

The sample size in the current study was relatively small as it included a single focus group, however, the expected results were achieved using the self-designed open-ended questions and thematic analysis. The limitation in the present study is the inclusion of limited series of questions that could not cover all the factors leading to the development of prosocial behaviour. Next, the gender of the participants was not considered in the data and may not show the differences in the development of prosocial behaviour in young girls and boys. Then, developing a hypothesis for the current study may have given a better understanding of the results. Finally, the participants were selected from two schools that may not be entirely representative of all the schools in Melbourne.

Further studies should explore the gap in factors like the positive association of puberty with prosocial behaviour and the role of negative emotions in the development of prosocial behaviour. Future studies need to explore a larger representation in terms of sample size, religious demographic, and geographical distribution, with the addition of excellent measures showing high reliability and validity.

To conclude, the current study can be applied to a larger sample to cover the maximum number of factors helping in the development of prosocial behaviour, with reliable and validated results. The findings were consistent with the evidence, demonstrating the association between the role of factors and prosocial behaviours.

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