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.
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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.
| Type: | Article |
|---|---|
| Title: | Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts |
| Location: | United States |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1037/dev0000076 |
| Publisher version: | http://dx.doi.org/10.1037/dev0000076 |
| Language: | English |
| Additional information: | 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. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1480019 |
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