Pro-social behavior, empathy, interpersonal and trust beliefs on peers during adolescence: study of their relationship with a sample of 181 portuguese adolescents of the 3rd cycle (7º, 8º and 9º year of schooling)

##plugins.themes.bootstrap3.article.main##

Graciete Franco- Borges
Maria de Fátima Sousa Ramos
Maria de Luz Vale-Dias
Piedade Vaz-Rebelo

Resumo

The optimization of interpersonal relationships on school context requires an early cooperation’
awareness through mutual aid, particularly through the promotion of pro-social behavior, which
protect personal and collective cooperation and well-being. Given that the adolescence period is a relevant phase for personal identity construction and social development, the school’s investment on pro-social behaviors acquires a significant relevance on adolescents’ development and personal well-being. In fact, the constant society mutation demands the recurrent confrontation of new challenges, whose overcoming rests on developmental interpersonal skills’ repertoire that promote psychosocial adjustment and perceived quality of life (Del Prette and Del Prette, 2005). These competencies can be conceptualized as competences for life, since they play a relevant role on adaptation to different contexts, favoring progressive adjustment throughout life (Remédios, 2010). The present study aimed to contribute to the exploration of the association between the interpersonal trust ‘level on others, the empathy‘level and the pro-social behaviors frequency among adolescents.

Downloads

Não há dados estatísticos.

##plugins.themes.bootstrap3.article.details##

Como Citar
Franco- Borges, G., Sousa Ramos, M. de F., Vale-Dias, M. de L., & Vaz-Rebelo, P. (2019). Pro-social behavior, empathy, interpersonal and trust beliefs on peers during adolescence: study of their relationship with a sample of 181 portuguese adolescents of the 3rd cycle (7º, 8º and 9º year of schooling). Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 2(1), 129–132. https://doi.org/10.17060/ijodaep.2019.n1.v2.1415
Secção
Artículos
Biografias Autor

Graciete Franco- Borges, Universidade de Coimbra

Faculdade de Psicologia e de Ciências da Educação

Maria de Fátima Sousa Ramos, da Universidade de Coimbra

Faculdade de Psicologia e de Ciências da Educação

Maria de Luz Vale-Dias, da Universidade de Coimbra

Faculdade de Psicologia e de Ciências da Educação

Piedade Vaz-Rebelo, da Universidade de Coimbra

Faculdade de Psicologia e de Ciências da Educação

Referências

Del Padre, A. (2005)& Del Prette, Z.A.P. (2005). Habilidades sociais: Conceitos (Prette, 2005)

Bell, V. (2016). Prosocial Behaviour. Centre of Execellence for Early Child hood Development, 4.

Bierhoff, H. W. (2005). Prosocial behaviour. Psychology Press.

Caprara, G. V. & Pastorelli, C. (1993). Early emotional instability, prosocial behaviour, and aggression: Some methodological aspects. European Journal of personality,7 (1), pp.19-36.

Eisenberg, N., Fabes, R., & Spinard, L. (2006). Prosocial Development, in W. Damon, & R. M. Lerner (Eds.)

Damon, X. & Lerner, R. M. Lerner (Eds.) Handbook of child psychology, 6a Ed., Vol. 3. Social, Emotional and Personality Development (pp. 646-718). New Jersey: Wiley. Inc.

Vale-Dias, M. L. & Franco-Borges, G. (2014). Adaptação portuguesa da Generalized Trust Beliefs-Late Adolescents. (Documento não publicado)