María Cristina Richaud

Parental Expectations and Prosocial Behavior of Adolescents From Low-Income Backgrounds A Cross-Cultural Comparison Between Three Countries—Argentina, Colombia, and Spain

Parental expectations are influenced by cultural models, which in turn are subject to a great influence from historically fluctuating features of the socioeconomic background. Parental expectations seem to be linked to children’s social and emotional development in terms of empathy and prosocial behavior. The current study aims to (a) compare low-income adolescents’ perceptions of parental expectations of prosocial and antisocial behavior across three Latin countries (Argentina, Colombia, and Spain), (b) compare the empathy and prosocial behavior between the three countries, (c) compare the prosocial behavior between the three countries, and (d) study the effect of perceived parental expectations and empathy on the prosocial behavior of adolescents in all three of the countries studied in this research. The sample was made up of 446 Argentinean adolescents, 474 Colombian adolescents, and 632 Spanish adolescents. The Expected Parental Reactions Scale, Interpersonal Reactivity Index, and Prosocial Behavior Questionnaire were used to measure the variables included in this study. Results reveal considerable differences between children’s perceptions of parental expectations in different countries. Results also show the existence of significant differences between male and female adolescents. In all three countries, girls score more highly than boys in prosocial behavior and empathy. Furthermore, we find that low-income Argentinean adolescents score more highly than Spanish and Colombian adolescents in prosocial behavior measures. Finally, expected parental reactions toward prosocial behavior and empathy seem to have an influence on the adolescents’ development of prosocial behavior in all three countries.

Engagement, Flow, Self-Efficacy, and Eustress of University Students: A Cross-National Comparison Between the Philippines and Argentina

ABSTRACT This study examined how self-efficacy, eustress, and flow interact with academic engagement. First, it aimed to test a theoretical model that proposes that self-efficacy and eustress promote both flow and engagement and that, in turn, the state of flow promotes academic engagement in undergraduate student. We hypothesized that the theoretical model would be invariant for two countries: the Philippines and Argentina. Secondly, this research aimed to compare the levels of self-efficacy, eustress, study-flow and academic engagement experiences in students from both countries. One hundred seventy-six Filipinos and 171 Argentinean students participated in the study by completing inventories using the Utrecht Student Engagement Scale (Schaufeli, Martínez, et al., 2002), Optimal Experience Survey (Mesurado, 2008), Self-efficacy Scale (O’Sullivan, 2011), and Eustress Scale (O’Sullivan, 2011). Results show that the theoretical model fits the data well in both countries and is invariant across the Philippines and Argentina. Self-efficacy has a positive effect on flow and engagement, whereas eustress has a significant positive relationship with flow but is not directly associated with engagement. However, eustress has an indirect effect, through flow, on student engagement. On the other hand, there are different levels of engagement, flow, self-efficacy, and eustress. Argentinean students scored higher on absorption, dedication, self-efficacy, and flow. Filipino students, meanwhile, scored higher on eustress.

A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems

ABSTRACT Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level.

Analysis of dimensions of prosocial behavior in an Argentinean sample of children.

This study assessed how many motivational factors were required to explain scores for prosocial behavior, as measured by the Spanish version of the Prosocial Tendencies Measure. A sample of 472 middle class children and adolescents, both sexes, from Buenos Aires, Argentina, completed the Prosocial Tendencies Measure. This instrument presents prosocial behavior in six types: altruistic, compliant, emotional, public, anonymous, and dire. However, there is evidence that there should be a valid four-factor solution. To verify which factor structure better fit the empirical data obtained, two confirmatory analyses were performed. The results suggest that a four-factor structure (altruistic, public, anonymous, and responsive) is a more parsimonious explanation of the prosocial responses, compared to a six-factor solution. Finally the correlations between the four dimensions reinforced the hypothesis that altruism is the only prosocial behaviour that is selflessly motivated.

Programa de promoción de la parentalidad positiva en la escuela: un estudio preliminar en un contexto de vulnerabilidad social

Introduction: Positive parenting requires the balanced combination of various essential factors, such as attachment, affection, communication, discipline and autonomy granted to children.Objective: This study explored the impact of a parental strengthening program based on the assessment of participating mothers and their children.Method: The program was implemented in groups through expository-participative meetings at a school in a socially vulnerable context. After its application, semi-structured interviews with the mothers were conducted; in addition, the attachment and parental style perceived by their respective children before and after the program were evaluated and compared with a control group.Results: We found that the workshops, as reported by the participants, provided novel information that contributed to their personal growth and parental sensitivity; produced a change in beliefs regarding parenting and an improvement in the expression of affection, verbal communication and discipline; was an important source of social support; and activated their interest in the school situation of their children, which improved—in some cases—communication between mothers and the school. Moreover, the children’sperception of attachment and parenting style was better after the intervention with the mothers and better than that observed in the control group.Conclusions: It is concluded that the intervention program had a favorable impact on different maternal aspects that encourage the exercise of positive parenthood.

The varying roles of parents and the cognitive–emotional variables regarding the different types of adolescent prosocial behavior

This article studies the relationship between parental variables (authoritative parental style, maternal and paternal challenges), empathy, and prosocial flow with different types of prosocial behaviors (prosocial behaviors toward different targets and different motivations of prosocial behavior). The sample included 539 students of both sexes (42.5% males; Mage= 19.13 years old, SD = 1.92). The hierarchical multiple regression analyses indicated that prosocial behaviors toward family, followed by toward friends, are motivated to a much greater extent by the parental variable than by empathy and prosocial flow. Conversely, when the prediction of prosocial behavior toward strangers was analyzed, the variables that had greater weight were prosocial flow and empathy. In relation to prosocial tendencies, the results showed that parental variables, empathy, and prosocial flow explained a similar percentage of variables in the different types of public, responsive, altruist, and anonymous prosocial tendencies.

The Hero program: Development and initial validation of an intervention program to promote prosocial behavior in adolescents

This article has a dual purpose. First, it proposes to investigate adolescents’ opinion and acceptance of the new online program called “Hero.” Second, this article studies the program’s effectiveness in promoting prosocial behavior. The sample included 51 men and women participants between the ages of 12 and 16 (average age 15.02; SD = 1.07; 49% men). All of the adolescents attended high school and belonged to a middle socioeconomic status. The results indicated that the majority of the users enjoyed participating in the Hero program and thought that it was easy to use and useful, that what they learned could be transferred to daily life, and that they would recommend the program to other adolescents. Moreover, the Hero intervention was effective in promoting prosocial behavior toward strangers and family members but not in promoting prosocial behavior toward friends.

Children＇s Cognitive Development in Social Vulnerability： An Interventional Experience

This work presents the information resulting from our studies regarding the effects of socioeconomic status (SES) on executive functions (EF). In the same context, we set out a proposal for cognitive intervention to strengthen cognitive resources in the school setting. We conclude that the differences in the cognitive executive system associated with SES are the consequence of the interaction of specific socioeconomic variables and a cognitive impulsivity, as well as lesser linguistic abilities that act as mediating variables in explaining the lower executive achievement associated with SES. Understanding the possible causal socioeconomic indicators and those mediating cognitive variables enables the design of intervention strategies and planning educational and social policies tending to reduce the impact of poverty on cognitive development.