Behavioral and Sociocognitive Correlates of Ratings of Prosocial Behavior and Sociometric Status

Nancy Eisenberg, E. Cameron, J. Pasternack, K. Tryon

Research output: Contribution to journalArticlepeer-review

14 Scopus citations


Although peers’ and teachers’ evaluations of children’s prosocial behavior and peers’ sociometric ratings frequently have been used in studies of social development, the validity of young children’s ratings of others has been questioned, as has that for teachers’ ratings of prosocial behavior. In this study, preschoolers’ ratings of peers’ sociometric status and prosocial behavior, as well as teachers’ ratings of children’s prosocial dispositions, were obtained. These were correlated with children’s naturally occurring prosocial or social behavior; ratings of prosocial behavior also were correlated with children’s prosocial moral reasoning and prosocial self-attributions. Peers’ sociometric ratings were positively related to children’s sociability whereas prosocial ratings were related to helping (but not sharing) behavior. Teachers’ ratings of prosocial behavior were not related to frequency of prosocial behaviors, but were positively related to developmentally mature moral judgments and self-reported motives.

Original languageEnglish (US)
Pages (from-to)5-15
Number of pages11
JournalJournal of Genetic Psychology
Issue number1
StatePublished - Mar 1988

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Life-span and Life-course Studies


Dive into the research topics of 'Behavioral and Sociocognitive Correlates of Ratings of Prosocial Behavior and Sociometric Status'. Together they form a unique fingerprint.

Cite this