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Do adolescents help and share?

D Miller1

  • 1Carroll College, Helena, Montana 59625.

Adolescence
|January 1, 1991
PubMed
Summary
This summary is machine-generated.

Adolescents with handicaps showed more prosocial behavior than nonhandicapped peers, despite self-perception differences. Teachers of handicapped adolescents used more prosocial teaching styles, impacting observed behavior.

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Area of Science:

  • Developmental Psychology
  • Social Psychology
  • Adolescent Behavior

Background:

  • Prosocial behavior in adolescents has been understudied despite extensive research in developmental and social psychology.
  • Existing research has not focused sufficiently on the nuances of prosocial actions among adolescent populations.

Purpose of the Study:

  • To investigate the occurrence and nature of prosocial behavior in both handicapped and nonhandicapped adolescents.
  • To compare self-perceptions of prosocial behavior between handicapped and nonhandicapped adolescents.
  • To examine the influence of teaching styles on prosocial behavior in adolescent populations.

Main Methods:

  • Observational and self-report data were collected from 37 adolescents in public school settings.
  • Prosocial behaviors including helping, sharing, cooperating, comforting, defending, donating, and rescuing were assessed.

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  • Teacher interviews or observations were used to evaluate teaching styles.

    • Main Results:

    • Adolescents with handicaps exhibited significantly higher levels of prosocial behavior compared to nonhandicapped adolescents.
    • Nonhandicapped adolescents perceived themselves as engaging in prosocial behaviors more frequently than their handicapped peers.
    • Teachers of handicapped adolescents utilized prosocial teaching styles more often than teachers of nonhandicapped adolescents.

    Conclusions:

    • Handicapped adolescents demonstrate a greater propensity for prosocial behavior than typically developing peers.
    • Discrepancies in self-perception versus actual behavior highlight potential areas for intervention and support.
    • Prosocial teaching styles employed by educators appear to positively influence prosocial behavior in adolescents, particularly those with handicaps.