eprintid: 1480019
rev_number: 25
eprint_status: archive
userid: 608
dir: disk0/01/48/00/19
datestamp: 2016-04-17 05:01:10
lastmod: 2021-09-20 22:23:47
status_changed: 2016-05-17 13:33:46
type: article
metadata_visibility: show
creators_name: Flouri, E
creators_name: Sarmadi, Z
title: Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J79
note: This article has been published under the terms of the Creative Com-
mons Attribution License (
http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Copyright for this article is retained by the author(s). Author(s) grant(s) the American Psychological Association the exclusive right to publish the article and identify itself as the original publisher.
abstract: This study investigated the role of the interaction between prosocial behavior and contextual (school and neighborhood) risk in children's trajectories of externalizing and internalizing problems at ages 3, 5, and 7. The sample was 9,850 Millennium Cohort Study families who lived in England when the cohort children were aged 3. Neighborhood context was captured by the proportion of subsidized (social rented) housing in the neighborhood and school context by school-level achievement. Even after adjustment for child- and family-level covariates, prosocial behavior was related both to lower levels of problem behavior at school entry and to its trajectory before and after. Neighborhood social housing was related to the trajectory of problem behavior, and school-level achievement to lower levels of problem behavior at school entry. The negative association between prosocial and problem behavior was stronger for children attending low-performing schools or living in disadvantaged neighborhoods. The adverse "effect" of low prosocial behavior, associated with low empathy and guilt and with constricted emotionality, on internalizing and externalizing problems appears to be exacerbated in high-risk contexts.
date: 2016-02
date_type: published
official_url: http://dx.doi.org/10.1037/dev0000076
oa_status: green
full_text_type: pub
pmcid: PMC4725335
language: eng
primo: open
primo_central: open_green
article_type_text: Journal Article
verified: verified_manual
elements_id: 1091385
doi: 10.1037/dev0000076
pii: 2015-53845-001
language_elements: eng
lyricists_name: Flouri, Eirini
lyricists_id: EFLOU94
actors_name: Barczynska, Patrycja
actors_id: PBARC91
actors_role: owner
full_text_status: public
publication: Developmental Psychology
volume: 52
number: 2
pagerange: 253-258
event_location: United States
issn: 1939-0599
citation:        Flouri, E;    Sarmadi, Z;      (2016)    Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts.                   Developmental Psychology , 52  (2)   pp. 253-258.    10.1037/dev0000076 <https://doi.org/10.1037/dev0000076>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/1480019/1/Prosocial%20behavior%20and%20childhood%20trajectories%20of%20internalizing%20and%20externalizing%20problems%3A%20The%20role%20of%20neighborhood%20and%20school%20contexts.pdf