Antecedents educativo-familiars del comportament pro-social en nens de 13/14 anys

• Roche Olivar, Roberto ^[1]
  1. [1] UAB
• Localización: Quaderns de Psicología, ISSN 0211-3481, Vol. 9, Nº. 2 (Época II), 1985, págs. 69-94
• Idioma: catalán
• Títulos paralelos:
  • Family Educational Background of the Pro-social Behavior in Children Aged 13/14 Years
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• Resumen
  • español

    Entre les dimensions del comportament huma que possibiliten i afavoreixen la convivencia social lliure i justa davant de I'escalada de violencia, una de les que esta copsant cada vegada més interds és la del comportament pro-social o altruista. Des de la perspectiva de I'educador o del professional de la salut mental una qüestió d'interès seria la de conèixer quins poden ser els requisits conductuals de l'esmentat comportament i, sobretot, si pot ser apres o entrenat i, en aquest cas, els patrons educatius idonis. Per respondre a aquestes qüestions, aquest article presenta un primer treball de camp que tracta de verificar les possibles diferencies conductuals i els antecedents educatiu-familiars entre 87 nens molt pro-socials (MPS) i 87 nens poc pro-socials (PPS) extrets d'una mostra total de 519 individus de 8è d'EGB. Les hipòtesis presentades sorgeixen d'anteriors revisions (ROCHE, 1982 i 1985) de variables del comportament pro-social. Els resultats permeten, en general, confirmar determinades directrius proposades per a un Perfil Educatiu per a la Pro-socialitat (P.E. P.).

  • English

    The pro-social behavior or altruism is of increasing interest to researchers in social and developmental psychology as one of the aspects of human behavior that facilitates social harmony in coping with the escalation of violence. An interesting aspect from the point of view of the professional in mental health of education is to know what the prerequisites of pro-social behavior would be and specially the possibility of learning and training such behavior. This paper want to contribute in answering these questions by presenting a fieldwork that tries to verify the possible differences between the behavior and family-educative antecedents of 87 children of high pro-social level and 87 children of low pro-social level. The subjects were extracted from a sample of 519 children aged 13/14 years. The hypotheses arise from the author's former reviews on factors in pro- social behavior. The results allow us to confirm, in general, a set of suggestions for a Pro-social Educative Profile