19 research outputs found

    How is Civic Engagement Related to Personal Identity and Social Identity in Late Adolescents and Emerging Adults? A Person-Oriented Approach

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    Adolescence and emerging adulthood are periods in life when individuals both question and define their place in society and form their identity. Meanwhile, active youth civic engagement represents a challenge for each democracy. The purpose of this study was to analyze the different forms of civic engagement among late adolescents and emerging adults and how they are related to personal identity and social identity, while adopting an integrative perspective through the lens of a person-oriented approach. The participants were 1217 (62.3% female) 16–24 year-old French students (M age  = 19.17; SD age  = 1.83). First, derived from cluster analyses, the findings emphasized diversity in civic engagement, from strong civic participation (in different formal and informal ways) to various forms of passivity. Diversity was also highlighted for personal identity and social identity profiles. Second, a Configural Frequency Analysis revealed a typical pattern associating passivity in civic engagement, personal carefree diffusion and rejection of social identity. Overall, these findings highlight an absence of general youth disaffection and provide a meaningful specific pattern for the understanding of passivity in political and civic matters in late adolescence and emerging adulthood

    What should I do and who’s to blame?:A cross-national study on youth’s attitudes and beliefs in times of COVID-19

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    The COVID-19 crisis has had a major impact on youth. This study examined factors associated with youth's attitudes towards their government's response to the pandemic and their blaming of individuals from certain risk groups, ethnic backgrounds, and countries or regions. In a sample of 5,682 young adults (Mage = 22) from 14 countries, lower perceived burden due to COVID-19, more collectivistic and less individualistic values, and more empathy were associated with more positive attitudes towards the government and less blaming of individuals of certain groups. Youth's social identification with others in the pandemic mediated these associations in the same direction, apart from the COVID-19 burden on attitudes, which had a positive indirect effect. No evidence of country-level moderation was found

    Emerging adults’ cultural values, prosocial behaviors, and mental health in 14 countries during the COVID-19 pandemic

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    Evidence suggests an impact of the COVID-19 pandemic on mental health, particularly among emerging adults. However, theories on altruism born of suffering or adversarial growth suggest that we might also see prosocial behavior as a function of the pandemic, which may protect against mental health challenges. Because cultural values are central in determining prosocial behavior, the current study explored how cultural values were differentially associated with adaptive prosocial behaviors that might protect against mental health challenges. Participants for the current study included 5,682 young people aged 18–25 years from 14 different countries around the world (68% female, 62% college students). Path analyses suggested that there were few differences in patterns as a function of culture, but revealed that horizontal individualism and horizontal and vertical collectivism were indirectly associated with lower levels of depression via prosocial behavior toward family members. Discussion focuses on the importance of coping by strengthening family relationships via prosocial behavior during the pandemic

    What Should I do and Who’s to blame? A cross-national study on youth’s attitudes and beliefs in times of COVID-19

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    The COVID-19 crisis has had a major impact on youth. This study examined factors associated with youth’s attitudes towards their government’s response to the pandemic and their blaming of individuals from certain risk groups, ethnic backgrounds, and countries or regions. In a sample of 5,682 young adults (Mage = 22) from 14 countries, lower perceived burden due to COVID-19, more collectivistic and less individualistic values, and more empathy were associated with more positive attitudes towards the government and less blaming of individuals of certain groups. Youth’s social identification with others in the pandemic mediated these associations in the same direction, apart from the COVID-19 burden on attitudes, which had a positive indirect effect. No evidence of country-level moderation was found

    The role of living environments on empathy and prosocial behaviours development in adolescence.

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    L'adolescence est une pĂ©riode importante de la vie caractĂ©risĂ©e par des changements majeurs psychologiques et comportementaux qui ont Ă©tĂ© thĂ©oriquement et empiriquement reliĂ©s aux changements dans l'environnement social. Les diffĂ©rents milieux de vie des adolescents leur offrent un «terrain de jeu» pour explorer, tester, dĂ©velopper et intĂ©grer des compĂ©tences cruciales nĂ©cessaires Ă  l’interaction sociale, comme les comportements prosociaux. À l'adolescence, les relations entre pairs deviennent plus saillantes et plus importantes qu’a toute autre pĂ©riode de la vie. Au-delĂ  des contextes familial et scolaire, les adolescents consacrent beaucoup de temps Ă  diffĂ©rentes activitĂ©s avec des pairs. Parmi ces activitĂ©s, nous nous sommes focalisĂ©es sur la participation Ă  des activitĂ©s extrascolaires qui sont considĂ©rĂ©s comme un milieu de vie important dans le dĂ©veloppement positif des adolescents.Le premier objectif de cette thĂšse Ă©tait de mieux comprendre le rĂŽle des milieux de vie dans l'empathie et les comportements prosociaux Ă  l'adolescence. Nous avons dĂ©veloppĂ© et examinĂ© un modĂšle thĂ©orique intĂ©gratif des relations entre les caractĂ©ristiques positives et nĂ©gatives des milieux de vie (famille, classe et groupe de pairs extrascolaire), la perception par les adolescents des comportements prosociaux dans chacun de ces milieux de vie et de leurs propres comportements prosociaux, en tenant compte du rĂŽle mĂ©diateur de l'empathie.Le deuxiĂšme objectif Ă©tait de mieux comprendre les relations longitudinales bidirectionnelles entre l'empathie et les comportements prosociaux Ă  l'adolescence, en mettant un accent particulier sur les processus internes Ă  la personne.Enfin, le troisiĂšme objectif Ă©tait de mieux comprendre les trajectoires de dĂ©veloppement de l’empathie et des comportements prosociaux des adolescents en prenant en compte leur participation Ă  des activitĂ©s extrascolaires.Nous avons conduit un recueil de donnĂ©es longitudinales Ă  3 vagues avec un intervalle d’un an. Les adolescents ont rĂ©pondu Ă  des questions concernant les caractĂ©ristiques des trois milieux de vie, les comportements prosociaux dans chacun d’eux, leur participation extrascolaire, ainsi que leur empathie et leurs comportements prosociaux.Nos rĂ©sultats suggĂšrent que les caractĂ©ristiques des groupes de pairs extrascolaires et de la famille (en particulier les plus nĂ©gatives) et la perception de leurs comportements prosociaux jouent un rĂŽle majeur dans les comportements prosociaux des adolescents via l'empathie Ă  l'adolescence. Ils montrent Ă©galement que l’empathie est un prĂ©dicteur des comportements prosociaux et que les trajectoires de dĂ©veloppement de l’empathie et des comportements prosociaux Ă  l’adolescence sont diffĂ©rentes chez ceux qui participent Ă  des activitĂ©s extrascolaires oĂč on n’observe pas de trajectoire dĂ©veloppementale dĂ©croissante comparĂ© Ă  ceux qui n’y participent pas.En utilisant une seule approche thĂ©orique dans trois milieux de vie diffĂ©rents, nous avons pu saisir les caractĂ©ristiques communes et spĂ©cifiques de la famille, du groupe-classe et des groupes de pairs extrascolaires, qui ont une influence sur les comportements prosociaux des adolescents. De plus, prendre en compte les diffĂ©rences entre les individus et les processus de dĂ©veloppement intra-individuels, l’hĂ©tĂ©rogĂ©nĂ©itĂ© des trajectoires dĂ©veloppementales concernant l’empathie et les comportements prosociaux Ă  l’adolescence est essentiel pour saisir l’interaction complexe entre la famille, la classe, le groupe de pairs extrascolaire, l’empathie et le dĂ©veloppement prosocialAdolescence is a significant period in life that is characterized by major changes that have been theoretically and empirically related to changes in social environments. Adolescents different living environments offer the “playground” to explore, to test, to develop and integrate social cues and crucial abilities that are necessary for social interaction, such as prosocial behaviours. During adolescence, peer relationships become more salient and prominent than in any other period in life. Away from the family and the school context, adolescents spend a large amount of time in activities with peers. Among these activities we focused on extracurricular activity participation, that have been conceptualised as an important developmental context of adolescents’ livesThe first aim of this dissertation was to provide more insight into the role of living environments in relation to empathy and prosocial behaviours in adolescence. We developed and examined an integrative model of the relations between positive and negative living environment features, adolescents’ perceptions of prosocial behaviours across the three contexts (family, class and extracurricular peer group) and their own prosocial behaviours, taking into account the potential mediating role of empathy.The second aim was to provide more insight into the bidirectional longitudinal relations between empathy and prosocial behaviours during adolescence, with a special focus on the within-person processes.Finally, the third aim of this dissertation was to provide more insight into adolescents’ prosocial behaviours and empathy developmental trajectories considering extracurricular activity participation.This dissertation used data from a 3-Wave longitudinal study gathered during the three years of the PhD with data collected at one-year intervals. Adolescents answered questions concerning the features of the living environment, their peer group’s and parents’ prosocial behaviours, extracurricular activity participation, and their own empathy and prosocial behaviour.Our findings suggest that extracurricular peer group features, family features (particularly the negative ones) and extracurricular peer group and parents’ prosocial behaviours play a major role in adolescents’ prosocial behaviours via empathy in adolescence.Therefore, we found that empathy is a driver of prosocial behaviours. We also identified that latent class growth for empathy and prosocial behaviour were different in the extracurricular activity group for which there was no downward trend trajectory over time compared to the non-extracurricular group.Using one approach across three living environments allowed us to capture the common and specific features of the family, school and extracurricular peer group contexts that influence adolescents’ prosocial behaviours. Furthermore, our results highlighted the need to acknowledge the between person differences and the within-person processes of development. Moreover, it is important to consider the heterogeneity of developmental trajectories concerning empathy and prosocial behaviours during adolescence if we want to capture the complex interplay between family, class, extracurricular peer group, empathy and prosocial development

    Le rÎle des milieux de vie dans le développement de l'empathie et des comportements prosociaux à l'adolescence

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    Adolescence is a significant period in life that is characterized by major changes that have been theoretically and empirically related to changes in social environments. Adolescents different living environments offer the “playground” to explore, to test, to develop and integrate social cues and crucial abilities that are necessary for social interaction, such as prosocial behaviours. During adolescence, peer relationships become more salient and prominent than in any other period in life. Away from the family and the school context, adolescents spend a large amount of time in activities with peers. Among these activities we focused on extracurricular activity participation, that have been conceptualised as an important developmental context of adolescents’ livesThe first aim of this dissertation was to provide more insight into the role of living environments in relation to empathy and prosocial behaviours in adolescence. We developed and examined an integrative model of the relations between positive and negative living environment features, adolescents’ perceptions of prosocial behaviours across the three contexts (family, class and extracurricular peer group) and their own prosocial behaviours, taking into account the potential mediating role of empathy.The second aim was to provide more insight into the bidirectional longitudinal relations between empathy and prosocial behaviours during adolescence, with a special focus on the within-person processes.Finally, the third aim of this dissertation was to provide more insight into adolescents’ prosocial behaviours and empathy developmental trajectories considering extracurricular activity participation.This dissertation used data from a 3-Wave longitudinal study gathered during the three years of the PhD with data collected at one-year intervals. Adolescents answered questions concerning the features of the living environment, their peer group’s and parents’ prosocial behaviours, extracurricular activity participation, and their own empathy and prosocial behaviour.Our findings suggest that extracurricular peer group features, family features (particularly the negative ones) and extracurricular peer group and parents’ prosocial behaviours play a major role in adolescents’ prosocial behaviours via empathy in adolescence.Therefore, we found that empathy is a driver of prosocial behaviours. We also identified that latent class growth for empathy and prosocial behaviour were different in the extracurricular activity group for which there was no downward trend trajectory over time compared to the non-extracurricular group.Using one approach across three living environments allowed us to capture the common and specific features of the family, school and extracurricular peer group contexts that influence adolescents’ prosocial behaviours. Furthermore, our results highlighted the need to acknowledge the between person differences and the within-person processes of development. Moreover, it is important to consider the heterogeneity of developmental trajectories concerning empathy and prosocial behaviours during adolescence if we want to capture the complex interplay between family, class, extracurricular peer group, empathy and prosocial development.L'adolescence est une pĂ©riode importante de la vie caractĂ©risĂ©e par des changements majeurs psychologiques et comportementaux qui ont Ă©tĂ© thĂ©oriquement et empiriquement reliĂ©s aux changements dans l'environnement social. Les diffĂ©rents milieux de vie des adolescents leur offrent un «terrain de jeu» pour explorer, tester, dĂ©velopper et intĂ©grer des compĂ©tences cruciales nĂ©cessaires Ă  l’interaction sociale, comme les comportements prosociaux. À l'adolescence, les relations entre pairs deviennent plus saillantes et plus importantes qu’a toute autre pĂ©riode de la vie. Au-delĂ  des contextes familial et scolaire, les adolescents consacrent beaucoup de temps Ă  diffĂ©rentes activitĂ©s avec des pairs. Parmi ces activitĂ©s, nous nous sommes focalisĂ©es sur la participation Ă  des activitĂ©s extrascolaires qui sont considĂ©rĂ©s comme un milieu de vie important dans le dĂ©veloppement positif des adolescents.Le premier objectif de cette thĂšse Ă©tait de mieux comprendre le rĂŽle des milieux de vie dans l'empathie et les comportements prosociaux Ă  l'adolescence. Nous avons dĂ©veloppĂ© et examinĂ© un modĂšle thĂ©orique intĂ©gratif des relations entre les caractĂ©ristiques positives et nĂ©gatives des milieux de vie (famille, classe et groupe de pairs extrascolaire), la perception par les adolescents des comportements prosociaux dans chacun de ces milieux de vie et de leurs propres comportements prosociaux, en tenant compte du rĂŽle mĂ©diateur de l'empathie.Le deuxiĂšme objectif Ă©tait de mieux comprendre les relations longitudinales bidirectionnelles entre l'empathie et les comportements prosociaux Ă  l'adolescence, en mettant un accent particulier sur les processus internes Ă  la personne.Enfin, le troisiĂšme objectif Ă©tait de mieux comprendre les trajectoires de dĂ©veloppement de l’empathie et des comportements prosociaux des adolescents en prenant en compte leur participation Ă  des activitĂ©s extrascolaires.Nous avons conduit un recueil de donnĂ©es longitudinales Ă  3 vagues avec un intervalle d’un an. Les adolescents ont rĂ©pondu Ă  des questions concernant les caractĂ©ristiques des trois milieux de vie, les comportements prosociaux dans chacun d’eux, leur participation extrascolaire, ainsi que leur empathie et leurs comportements prosociaux.Nos rĂ©sultats suggĂšrent que les caractĂ©ristiques des groupes de pairs extrascolaires et de la famille (en particulier les plus nĂ©gatives) et la perception de leurs comportements prosociaux jouent un rĂŽle majeur dans les comportements prosociaux des adolescents via l'empathie Ă  l'adolescence. Ils montrent Ă©galement que l’empathie est un prĂ©dicteur des comportements prosociaux et que les trajectoires de dĂ©veloppement de l’empathie et des comportements prosociaux Ă  l’adolescence sont diffĂ©rentes chez ceux qui participent Ă  des activitĂ©s extrascolaires oĂč on n’observe pas de trajectoire dĂ©veloppementale dĂ©croissante comparĂ© Ă  ceux qui n’y participent pas.En utilisant une seule approche thĂ©orique dans trois milieux de vie diffĂ©rents, nous avons pu saisir les caractĂ©ristiques communes et spĂ©cifiques de la famille, du groupe-classe et des groupes de pairs extrascolaires, qui ont une influence sur les comportements prosociaux des adolescents. De plus, prendre en compte les diffĂ©rences entre les individus et les processus de dĂ©veloppement intra-individuels, l’hĂ©tĂ©rogĂ©nĂ©itĂ© des trajectoires dĂ©veloppementales concernant l’empathie et les comportements prosociaux Ă  l’adolescence est essentiel pour saisir l’interaction complexe entre la famille, la classe, le groupe de pairs extrascolaire, l’empathie et le dĂ©veloppement prosocia

    Disentangling between- and within-person associations between empathy and prosocial behaviours during early adolescence

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    Introduction Although empathy has been found to be related to prosocial behaviour, little is known about the longitudinal links between these two concepts during early adolescence, a unique window into developmental changes on empathy and prosocial behaviour considering the physical, cognitive, socio-emotional and contextual changes occurring during this period. Even though changes in adolescent empathy have been associated to changes in adolescent prosocial behaviour, studies examining this link on the within-person level are lacking. The present study investigated the within-adolescents longitudinal relations among empathy and prosocial behaviour. Methods 383 French adolescents (MageT1 = 12.15, 50.4% male) reported on their empathy and prosocial behaviour each year across three years. In order to disentangle between-adolescent differences from within-adolescent processes, Random-Intercept Cross-Lagged Panel Models were applied. Results At the between-person level, there was a strong positive association between empathy and prosocial behaviour. At the within-person level, adolescents who reported more empathy than usual reported higher than usual prosocial behaviour one year later. Conclusions Adolescents with higher empathy compared to their peers tended to be those who reported higher prosocial behaviour. Changes in empathy within-adolescents were related to later within-adolescents’ change in prosocial behaviour
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