NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
The Role of Example and Moral Exhortation in the Training of Altruism.
Peer reviewed Peer reviewed
Grusec, Joan E.; And Others – Child Development, 1978
Children's sharing and helping behaviors were observed after they had seen an adult who modeled donation behavior and/or who preached either about the importance of sharing or about the importance of helping others. (Author/JMB)
Descriptors: Altruism, Elementary School Students, Modeling (Psychology), Observational Learning
Modeling, Direct Instruction, and Attributions: Effects on Altruism
Peer reviewed Peer reviewed
Grusec, Joan E.; And Others – Developmental Psychology, 1978
Presents a study of the effects of modeling, direct instruction and suggested attributions on children's donating and sharing behavior. Seven- and ten-year-old children served as subjects. (BD)
Descriptors: Altruism, Attribution Theory, Elementary School Students, Instruction
A Comparison of Prosocial Behavior of Children with and without Day Care Experience.
Peer reviewed Peer reviewed
Schenk, Vicky M.; Grusec, Joan E. – Merrill-Palmer Quarterly, 1987
Responses of day care and home care children to an adult dropping items, banging her knee, giving the children opportunity to leave the larger of two prizes for a peer, and asking for donation to sick children were compared. Prosocial reasoning in these 47- to 75-month-old children was assessed via their responses to stories in which help was…
Descriptors: Altruism, Child Rearing, Day Care, Preschool Education
Power and the Internalization of Self-Denial
Peer reviewed Peer reviewed
Grusec, Joan E. – Child Development, 1971
Descriptors: Altruism, Broadcast Industry, Elementary Education, Imitation
Cognitive, Affective, and Behavioral Consequences of Praising Altruism.
Peer reviewed Peer reviewed
Mills, Rosemary S. L.; Grusec, Joan E. – Merrill-Palmer Quarterly, 1989
Studies investigated effects of dispositional praise on internalized sharing and self-perception in children eight-nine years old. Dispositional praise had significant behavioral, cognitive, and affective consequences, but nondispositional praise did not. Perceived expectations may play an important role in determining behavioral consequences of…
Descriptors: Altruism, Attribution Theory, Elementary Education, Elementary School Students