Longitudinal Relations Among Positivity, Perceived Positive School Climate, and Prosocial Behavior in Colombian Adolescents

Bernadette P. Luengo Kanacri; Nancy Eisenberg; Eriona Thartori; Concetta Pastorelli; Liliana M. Uribe Tirado; Maria Gerbino; Gian V. Caprara

doi:10.1111/cdev.12863

Longitudinal Relations Among Positivity, Perceived Positive School Climate, and Prosocial Behavior in Colombian Adolescents

Bernadette P. Luengo Kanacri, Nancy Eisenberg, Eriona Thartori, Concetta Pastorelli, Liliana M. Uribe Tirado, Maria Gerbino, Gian V. Caprara

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81 Scopus citations

Abstract

Bidirectional relations among adolescents’ positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; M_age of child in Wave 1 = 12.68, SD = 1.06; 58.9% male) and their parents (N = 127) provided data in two waves (9 months apart). A model of bidirectional relations between positivity and perceived positive school climate emerged. In addition, adolescents with higher levels of perceived positive school climate at age 12 showed higher levels of prosocial behaviors in the following year. Positive school climate related positivity to adolescents’ prosocial behavior over time.

Original language	English (US)
Pages (from-to)	1100-1114
Number of pages	15
Journal	Child development
Volume	88
Issue number	4
DOIs	https://doi.org/10.1111/cdev.12863
State	Published - Jul 1 2017

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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10.1111/cdev.12863

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title = "Longitudinal Relations Among Positivity, Perceived Positive School Climate, and Prosocial Behavior in Colombian Adolescents",

abstract = "Bidirectional relations among adolescents{\textquoteright} positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; Mage of child in Wave 1 = 12.68, SD = 1.06; 58.9% male) and their parents (N = 127) provided data in two waves (9 months apart). A model of bidirectional relations between positivity and perceived positive school climate emerged. In addition, adolescents with higher levels of perceived positive school climate at age 12 showed higher levels of prosocial behaviors in the following year. Positive school climate related positivity to adolescents{\textquoteright} prosocial behavior over time.",

author = "{Luengo Kanacri}, {Bernadette P.} and Nancy Eisenberg and Eriona Thartori and Concetta Pastorelli and {Uribe Tirado}, {Liliana M.} and Maria Gerbino and Caprara, {Gian V.}",

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AU - Luengo Kanacri, Bernadette P.

AU - Eisenberg, Nancy

AU - Thartori, Eriona

AU - Pastorelli, Concetta

AU - Uribe Tirado, Liliana M.

AU - Gerbino, Maria

AU - Caprara, Gian V.

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N2 - Bidirectional relations among adolescents’ positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; Mage of child in Wave 1 = 12.68, SD = 1.06; 58.9% male) and their parents (N = 127) provided data in two waves (9 months apart). A model of bidirectional relations between positivity and perceived positive school climate emerged. In addition, adolescents with higher levels of perceived positive school climate at age 12 showed higher levels of prosocial behaviors in the following year. Positive school climate related positivity to adolescents’ prosocial behavior over time.

AB - Bidirectional relations among adolescents’ positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; Mage of child in Wave 1 = 12.68, SD = 1.06; 58.9% male) and their parents (N = 127) provided data in two waves (9 months apart). A model of bidirectional relations between positivity and perceived positive school climate emerged. In addition, adolescents with higher levels of perceived positive school climate at age 12 showed higher levels of prosocial behaviors in the following year. Positive school climate related positivity to adolescents’ prosocial behavior over time.

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Longitudinal Relations Among Positivity, Perceived Positive School Climate, and Prosocial Behavior in Colombian Adolescents

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