Altruistic and Warm-Glow Motivations: Differentiating First Time From Repeat Donors

The conversion rate of 1st time donors to their 2nd and 3rd donation is low creating a significant problem to transfusion services. We hypothesise that feelings of warm-glow associated with donating blood, contribute to the differentiation between 1st time donors from those making 2nd or 3rd donations. To test this free-response motivations were examined a sample of 309 blood donors, categorised as 1st time donors and two categories of repeat donor: (1) those making their 2nd or 3rd donation and (2) those making their 4th or subsequent donation. We identified 33 categories of motivation for donating blood were identified. Pure altruism and warm-glow were mentioned in the top ten most frequent motivations. While pure-altruism did not differentiate 1st time from the repeat donors, warm-glow did, with those with those making their 2nd or 3rd donations being 5 time more likely to express warm-glow and those making their 4th or subsequent donations 3 times more likely. These results add to the growing body of evidence that regular blood donors are more likely to express impure altruistic motives and that focusing on warm-glow interventions may offer the possibility to enhance the retention of blood donors

Giving in Florida, 2015

Florida is home to a vibrant and growing grantmaking community addressing issues ranging from the arts to medical research to the sciences at the local, national, and even international level. This report outlines the state of giving in Florida and includes key findings, a broad variety of information detailing the philanthropic landscape of the state, and predictions for the future of giving in Florida

Does gratitude enhance prosociality: a meta-analytic review

Theoretical models suggest that gratitude is linked to increased prosociality. To date, however, there is a lack of a comprehensive quantitative synthesis of results to support this claim. In this review we aimed to 1) examine the overall strength of the association between gratitude and prosociality, and 2) to identify the theoretical and methodological variables that moderate this link. We identified 252 effect sizes from 91 studies across 65 papers— (Total N = 18,342 participants). The present meta-analysis revealed a statistically significant, and moderate positive correlation between gratitude and prosociality (r = 0.374). This association was significantly larger among studies that assessed reciprocal outcomes relative to non-reciprocal outcomes, and in particular among studies that examined direct—compared to indirect—reciprocity. Studies that examined gratitude as an affective state reported significantly larger effect size studies assessing gratitude as a trait. Studies that examined benefit-triggered gratitude (in response to other’s kindness) had a stronger effect that generalized gratitude that focuses on the appreciation of what is valued and cherished in life. Finally, studies that manipulated gratitude in-vivo (e.g., economic games) had larger effect sizes compared to those based on recalled incidents when the person felt grateful. We describe the theoretical and practical significance of the results

Impact of Training and Education for Caregivers of Infants and Toddlers

Training and education of infant and toddler caregivers is one important factor associated with the quality of child care they provide. In response to research showing that high-quality care supports positive development in young children, policymakers have established training and education requirements for licensed providers and launched numerous initiatives to train and educate caregivers. Caregivers themselves believe training and education to be important, including relative and unregulated family child care providers, many of whom express interest in accessing training although not required by regulation to do so. What approaches to caregiver training and education are the most likely to improve the quality of care for children under age 3 in family child care homes and centers? To help answer this question, this brief describes research findings on a small number of training initiatives targeting infant and toddler caregivers where quality was observed before and after training. While it is too soon to draw firm generalizations from this young and scattered body of research, findings from these studies raise pertinent considerations for policymakers. (See Research-to-Policy Connections No. 2, Infant and Toddler Child Care Quality, for a list of observational instruments frequently used to measure quality.) Other research has focused on increases in provider knowledge and/or self-reported changes in caregiving practices as a result of training and education. It is not clear whether effects found using either of these measures correspond to effects on quality seen with observational measures

Infant and Toddler Child Care Quality

With over half the nation's infants and toddlers in regular, nonparental child care, the quality of that care is a priority concern for policymakers. Many studies show that high-quality child care supports the positive social, emotional, and cognitive development of young children. The research summarized in this policy brief identifies factors that tend to predict higher quality within arrangement types—family child care, center care, and relative care—and describes the range of quality found in each type. Although different studies measure child care quality in different ways, many researchers group quality measures into two categories, structural and process. Both examine factors that support the responsive and reliable relationships with caregivers so essential for the healthy development of infants and toddlers. Structural measures—child-staff ratio and group size, caregivers' general education and specialized training, their tenure and income—look at aspects of arrangements that support positive child-adult relationships and child development. Process measures directly examine children's experiences, including caregivers' interactions with the children—their attention, warmth, and responsiveness. Though less direct, structural factors are less costly for researchers to study than process factors, which require direct observations. Unlike process factors, structural factors can be regulated by policymakers. Many instruments are used to measure quality in infant and toddler child care arrangements (see the Resources Section for a list of frequently use ones). Most are designed to examine the global quality of child care arrangements—producing a composite rating based on observations of routines, practices, facilities, and equipment—and utilize both process and structural measures. Some are more exclusively composed of process measures. Researchers continue to develop new measures and instruments in this young field of inquiry

Infant and Toddler Child Care Arrangements

What care arrangements do American parents make for their infants and toddlers while they are at work, school, or otherwise unavailable to provide care themselves? Research findings that respond to this question come from two recent nationally representative surveys: the Early Childhood Longitudinal Study, Birth Cohort, and the National Survey of America's Families (NSAF), 2002. Additional research helps answer a second, related question: What factors influence the types of care arrangements made for this country's children under age 3