Development and Maintenance of Prosocial Behavior: International Perspectives on Positive Morality - Couverture souple
Synopsis
I General Theoretical Approaches.- 1 American Study of Helping Behavior: What? Why? And Where?.- 1. Introduction.- 2. Helping Behavior: What?.- 2.1. Origins of Helping Behavior Research.- 2.2. Directions of Study of Helping Behavior.- 3. Helping Behavior: Why?.- 3.1. Emergence of Helping Behavior Research.- 3.2. Nature of Helping Behavior Research.- 4. Helping Behavior: Where?.- 4.1. Research Derived from a Theory.- 4.2. Methods of Research.- 4.3. Social Context.- 4.4. Interdisciplinary Approach.- 4.5. Relevance.- 5. References.- 2 Notes Toward an Interactionist-Motivational Theory of the Determinants and Development of (Pro)Social Behavior.- 1. Introduction.- 2. Conceptualizing Persons: Focus on Motivation.- 3. Conceptualizing Environments.- 4. Self-concept, Other Personal Characteristics, and the Determination of Behavior.- 5. Research Supporting and Testing the Theoretical Model..- 6. The Development of Social Behavior and Personal Goals.- 6.1. The Development of Specific Goals in Children.- 6.2. Prosocial Goal Orientation.- 7. The Effects of Existing Personality on Further Development....- 7.1. Children Shaping Their Own Environment.- 7.2. Socialization, Existing Personality, and Principles of Change.- 8. References.- 3 Spatial Organization of a Cognitive System and Intrinsic Prosocial Motivation.- 1. Introduction.- 2. Initial Assumptions.- 3. A Model of a Cognitive System: Multidimensional Space.- 4. Representation of Social Objects in a Cognitive System.- 5. Personal Involvement as a Function of Psychological Distance..- 6. Whom Shall We Help?.- 7. Some Complications of the Theory of Psychological Distance...- 8. Concluding Remarks.- 9. References.- II Developmental Aspects.- 4 Roots, Motives, And Patterns In Children's Prosocial Behavior.- 1. Introduction.- 2. Subjects.- 3. Procedures.- 4. Findings.- 4.1. Early Development.- 4.2. Individuality in Development.- 4.3. Rearing Influences on Prosocial Behavior.- 5. Concluding Comments.- 6. References.- 5 Prosocial Behavior in the Preschool Years: Methodological and Conceptual Issues.- 1. Introduction.- 2. The Classification of Types of Prosocial Responses.- 2.1. The Research.- 2.2. Methodological Issues.- 3. Spontaneous versus "Asked-for" Prosocial Behaviors.- 3.1. The Research.- 4. Implications of the Research on Spontaneous and "Asked-for" Behaviors.- 5. Conclusion.- 6. References.- 6 Parent Discipline, Moral Internalization, and Development of Prosocial Motivation.- 1. Introduction...- 2. Moral Internalization and Moral Motivation.- 2.1. Why Is Discipline Important?.- 2.2. Generalizations from Research.- 3. An Information-Processing Approach to Discipline and Moral Internalization.- 3.1. The Child's Affective and Cognitive Responses in Discipline Encounters.- 3.2. What Happens between Discipline Encounters and Moral Encounters?.- 3.3. Introduction of the Moral Dimension in Early Discipline Encounters.- 3.4. Relation to Development of Empathy.- 4. Summary and Concluding Remarks.- 5. References.- 7 Focus of Attention and Altruism: Endocentric and Exocentric Sources of Altruistic Behavior.- 1. Introduction.- 2. Endocentric versus Exocentric Sources of Altruism: The Measurement of Individual Differences.- 3. Childrearing Antecedences of Endocentric and Exocentric Altruism.- 4. Endocentric versus Exocentric Sources of Altruism: An Experimental Approach.- 5. Endocentric versus Exocentric Motivation and Psychological Reactance.- 6. Conclusions.- 7. References.- 8 Regulatory Theory of Personality and the Development of Prosocial Behaviors.- 1. Introduction.- 2. The Regulatory Theory of Personality: General Model.- 2.1. Emotional-Drive Mechanisms.- 2.2. The Self-Structure.- 2.3. The Value System and the Operational System: The Twofold Nature of the Cognitive System.- 3. Motivational Role of the Personality Organization.- 3.1. The Emotional-Drive Mechanisms.- 3.2. The Self-Structure.- 3.3. The Value System.- 3.4. The Operational System.- 4. Regulatory Theory of Personality and th
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