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Emocionální inteligence a prosociální chování v dispozičním paradigmatu

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Mlčák Z., Cabák D., Nečekalová K.
Psychologie a její kontexty
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2016
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vol. 7
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issue 2
43-58
EN
This study briefly refers to the basic theoretical aspects of emotional intelligence and pro-social behaviour. It focuses on the description of the concept of emotional intelligence elaborate by K. V. Petrides, and on the concept of prosocial personality proposed by L. A. Penner. With particular differences, the empirical research mentioned in this study is a replication of the study carried out by Indian authors L. K. Jena, P. Bhattacharya, L. Hati, D. Ghosh and M. Panda in 2014. The aim of this study is to verify, whether there are significant positive connections and valid causal relations between trait emotional intelligence and prosocial personality and its facets. In contrast to the full versions of psychology diagnostic methods used in the original study, its short versions were applied in this study. Unlike with the group of Engineering students in Indian study, the test of 30-items Prosocial personality and the Questionnaire of 30-items Trait Emotional Intelligence for Adolescents and Adults were used with the group of Czech students of Psychology of Faculty of Arts at University of Ostrava (N = 116). The research findings suggest many similar links between the trait dimensions of emotional intelligence and the dispositional dimensions of prosocial personality in both the original and the national study. The national study has proved that not only students of Engineering tend to have higher level of prosocial personality, but also do the psychology students with higher level of trait emotional intelligence tend to have it. In addition it was found in the national study that the level of trait emotional intelligence significantly predicts both factors of prosocial personality, i. e. empathy focused on others and charity. These preliminary findings are necessary to validate by further methodical research into both representative samples of respondents and other specific samples of respondents, e.g. helping professions.
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SHARING BEHAVIOR AND EMOTIONAL RELATIONS IN CHILDHOOD

100%
Inántsy-Pap J.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2010
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vol. 65
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issue 1
85-102
EN
The present research focuses on preschool children’s sharing behavior on their different types of dyadic peer relationships. The dyadic peer relations were assessed based on sociometric nomination data where we made the distinction between positive and negative, reciprocated and non-reciprocated dyadic relations. The sharing behavior in these relations was analyzed in a special sharing task created by the author. First children had to share six strawberries, between him/herself and the other child of the dyad then they had to predict the other child’s sharing behavior. In this sharing task children could express their sharing preference to the other child in different types of dyadic relationships. By asking children to predict the other child’s sharing behavior in the dyad we can see their knowledge about these relationships. The different pattern of sharing behavior, which was recognized in the different types of dyads, indicated that the sharing behavior was basically determined by the emotional bond between the children involved in a dyad.
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ОБҐРУНТУВАННЯ ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНИХ УМОВ ФОРМУВАННЯ ПРОСОЦІАЛЬНОЇ ПОВЕДІНКИ УЧНІВ ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДІВ

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Єжова О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 8(42)
128-137
EN
The article analyzes and theoretically justifies necessary and sufficient organizational and pedagogical conditions of formation of students’ prosocial behavior of secondary educational institutions. The list of possible organizational and pedagogical conditions has been drawn up on the basis of the analysis of the theory and practice of educating the students. The organizational and pedagogical conditions are united into the following four groups: 1. The first group (a factor of the effectiveness of internal educational environment): the formation and effective functioning of preventive educational environment of the school; the formation and effective functioning of the educational system the educational institution; the formation and effective functioning of the health of a favorable educational environment of the school. 2. The second group: the introduction of modern technologies of education, based on the age and individual psycho-physiological characteristics of the students; the introduction of interactive methods of training and education; streamlining the existing forms and methods of education in order to develop prosocial behavior. 3. The third group: the regulation of the system of state and public administration institution; the increased activity of the student self-government bodies in the development of school policies on the formation of the students’ prosocial behavior; participation of parents in establishing school policy; partnerships specialists, concerning the problem of the formation of prosocial behaviour. 4. The fourth group: the creation of a system of scientific-methodical support of the formation of the students prosocial behavior; the introduction of special courses devoted to health care, social norms and values, interpersonal relationships; the willingness of the teachers to the formation of the students’ prosocial behavior of the school; the development of various forms of educational activities (educational hours, trainings, projects, discussions, debates shares and so on), aimed at promoting pro-social behavior of the students at school. The expert estimates are considered to be the formation and effective functioning of preventive educational environment of the school; the introduction of modern technologies of education, based on the age and individual psycho-physiological characteristics of the students; the arrangement of the system of state-public management of the educational institution; the increased activity of the organs student self-government in developing a school policy on the formation of pro-social behavior of the students; the creation of a system of scientific-methodical support of the formation of pro-social behavior of the students.
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ТЕОРЕТИЧНІ ЗАСАДИ ФОРМУВАННЯ ПРОСОЦІАЛЬНОЇ ПОВЕДІНКИ УЧНІВ ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДІВ

100%
Кириченко В.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 7(41)
71-79
EN
The article deals with the theoretical approaches to the problem of formation of prosocial behavior of schoolchildren of modern educational institutions. The definitive analysis of the concept of «prosocial behavior» is made, the most common concepts, the dominant approaches and views on the solution to this problem both in foreign and in domestic psychological and educational sources are outlined. Special attention is paid to the analysis of two theoretical versions of prosocial behavior: the theory of social exchange (social exchange theory) and the theory of social norms (social norms theory). In the works of some scientists prosocial behavior is characterized as the behavior and actions of the individual, aimed at the benefit of themselves and other people, that is on the achievement of personal and social well-being. At the same time it emphasizes the importance of the phenomenon of charity and altruism, because it is believed that prosocial behavior is different from social, it is a great altruistic load. It also accounts for the dependence of prosocial behavior with a person’s values. In other words, life values, representing the system of internal standards, relations to reality, guide and encourage the person to implement the relevant strategies of interaction with the world, as well as determine the purpose and meaning of life. Prosocial behavior is correlated with the level of self-actualization, because the motives and strategies for the self-realization have different social significance and are manifested in the service of human values. Therefore, we can say that most of the foreign and domestic researchers and social psychologists characterize prosocial behavior as positive, constructive, socially desirable and socially useful and as a direct (diametrically) the opposite of anti-social behavior. The conclusion is that prosocial behavior should be considered as a system of actions and deeds of a person due to the conscious adoption of socially important norms and values, the ability to constructively resolve interpersonal and group contradiction, impossibility risky ways presubject interactions, ability to self-realization in various kinds of social activities. Summarizing the above, we determine the formation of prosocial behavior in preventive educational environment as a holistic process aimed at ensuring the necessary and sufficient organizational and pedagogical conditions for the students conscious interiorization of socially significant norms and values.
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The Contribution of Sport to Prosocial Behavior in Youth

100%
Knežević Florić O., Ninković S.
The New Educational Review
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2013
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vol. 31
175-184
EN
For proper organization of sport and physical education in general, it is necessary to obtain empirical evidence on how sport influences youth’s social and moral development. To that effect, the research aim was to provide empirical data on the existence or non-existence of a connection between doing sport and prosocial behavior of the young. An appropriate questionnaire of pro-social behavior estimation was implemented on the sample of 61 students aged 12–14. The research findings show that there is a significant difference in the level of display of certain forms of prosocial behavior among the young athletes and their peers that are not engaged in organized sport activities. Further, it was established that the type of sport influences the level of pro-social behavior manifestation. It was not found whether the length of doing sport is correlated with the pro-social behavior of adolescents. The results obtained point that organized sport activities represent the context having positive effects on the development of pro-social behavior of the young.
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Acknowledging Feelings to Enhance Prosociality: Emotional Awareness and Prosocial Behaviors in Adolescence

100%
Doktor A., Glinka K., Moroń M.
The New Educational Review
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2018
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vol. 51
269-280
EN
Prosocial behavior is correlated with better social adjustment among adolescents, while emotional abilities are prominent factors that enhance prosocial behaviors. Attention to emotions and clarity of emotion were found as two core dimensions of emotional abilities. In the presented study the relationships between attention to emotion and clarity of emotion and prosocial behavior were examined with gender as a moderator. Two hundred and fourteen adolescents participated in the study (86 males). The participants filled in the Toronto Alexithymia Scale (TAS-20), Trait Meta-Mood Scale (TMMS), and Prosocial Behavior Questionnaire (PBQ). Two dimensions underlying the subscales of TAS-20 and TMMS were found: inattention to emotions and unclear emotion. Gender differences appeared in emotion awareness dimensions and prosocial behavior. Using structural equation modeling it was shown that inattention to emotion, yet not unclear emotion, inhibits prosocial behavior.
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The Contribution of Sport to Prosocial Behavior in Youth

100%
Knežević Florić O., Ninković S.
The New Educational Review
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2013
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vol. 32
141-150
EN
For proper organization of sport and physical education in general, it is necessary to obtain empirical evidence on how sport influences youths’ social and moral development. To that effect, the research aim was to provide empirical data on the existence or non-existence of a connection between doing sport and prosocial behavior of the young. An appropriate questionnaire of pro-social behavior estimation was implemented on the sample of 61 students aged 12–14. The research findings show that there is a significant difference in the level of display of certain forms of prosocial behavior among the young athletes and their peers that are not engaged in some organized sport activities. Further, it was established that the type of sport influences the level of pro-social behavior manifestation. It was not found whether the length of doing sport is correlated with the pro-social behavior of adolescents. The results obtained point that organized sport activities represent the context having positive effects on the development of pro-social behavior of the young.
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Význam faktorů napodobování, fyzické atraktivity a druhu předávaných obsahů v aktivizaci prosociálního chování

88%
Szuster A.
Psychologie a její kontexty
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2013
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vol. 4
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issue 2
41-57
EN
In the last years interest in physical manifestations of emotion is growing. Researchers usually indicate a system of nerve cells, mirror neurons, as the neurophysiological basis of automatic mimicry and feedback. In the present research was verified hypothesis about the impact of imitation on prosocial behavior. The results confirmed the exceptional role of imitation in the development of positive relationships with other people
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Wolontariat jako zachowanie prospołeczne na przykładzie państw Półwyspu Iberyjskiego

75%
Szluz B.
Seminare. Poszukiwania naukowe
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2017
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vol. 38
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issue 1
101-110
PL
Teorie wyjaśniające działania w wolontariacie poprzez wskazanie poszczególnych atrybutów, można podzielić na te, które podkreślają motywy oraz te, które akcentują racjonalne działania oraz analizę kosztów i korzyści. Wiek i płeć są cechami różnicującymi wolontariat, w dużej części łączą się też z postrzeganiem i rozumieniem kapitału ludzkiego oraz zasobów społecznych. Rozważania poświęcono kontekstowi efektów związanych z pracą wolontariatu, jednocześnie dostrzeżono zróżnicowany wpływ organizacji oraz społeczności, a także cechy regionalne, co stanowi pole do eksploracji. W artykule przedstawiono wolontariat jako zachowanie prospołeczne na przykładzie państw Półwyspu Iberyjskiego.
EN
Theories which explain the phenomenon of voluntary service by pointing to individual attributes can be grouped into those that emphasize motives and those that emphasize rational action and cost-benefit analysis. Age and gender are features differentiating voluntary service and they are, to a great extent, associated with perception and understanding of human capital and social resources. The present considerations focus on the context of effects related with volunteering. Attention was also payed to the varied impact of organizations and communities as well as of regional characteristics on individual decisions to volunteer which remains a fruitful field for exploration. The article presents volunteering as prosocial behavior at the example of the countries of the Iberian Peninsula.
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Řešení problémů: společné znaky prosociálního chování a řešení některých logických úloh

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Patočka J., Záškodná H.
Psychologie a její kontexty
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2015
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vol. 6
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issue 1
3-15
EN
The Tower of Hanoi is a mathematical puzzle invented by the French mathematician Edouard Lucas. The objective of the game is to move the entire stack to another rod, while obeying the game rules. The puzzle plays an important role in the assessment of frontal lobe function. A number of studies have demonstrated that with respect to this test, performance is impaired among patients with frontal lobe lesions. The tree-dimensional Tower of Hanoi has become popular instrument in neuropsychology and gain importance for working memory, planning a problem solving theories. It can be used to practice strategies to solve problems. This can help in emergency in case naturalistic decision making is applicable. What makes the difference when deciding in various types of the problem situations? While practicing problem solving, an individual creates and improves systematic solution plan which consists according to Plhakova of identification of the problem, definition and formulation, generation of possible solutions, exploring the viable strategy, considering the short and long term advantages and disadvantages of various solutions, choice of the solution and its implementation and finally evaluation of the result. Practicing the problem-solving strategies improves according Plhakova the general problem-solving skills of an individual. Some of these cognitive steps are described in the famous model of providing assistance to a person in emergency by Schwarz and Howard. The model shows multiple faces of human altruism and referees to factors which presence can stop a person from helping others. For a person who helps others it means to solve a certain problem. According to the model by Schwarz et al, helping in difficult situations as well as with common problems, is a complex event that may take place in different ways depending on the type of the task, situation as well as personality. By solving the puzzle general cognitive skills can be improved. These skills make an important aspect of prosocial behavior. But we cannot ignore the fact that prosocial behavior in emergency situations related to emotional stress has its significant decisions specifics. It goes without saying that the understanding of cognitive emergency strategies is not enough to make a person to provide help in emergency. Furthermore, the real situations require effective decisions even if sufficient quantity reliable information is not available. The question is therefore how the decision-making process in real situations differs from the decision made while solving the puzzle. The classic normative decision-making theory (Frisch, Baron) relates to rational thinking human being. According to the normative theory man chooses such behavior, which is the best in a given situation and is associated with maximum profit. However in the real life, people are facing situations in which they do not fully understand and the problem is not clearly defined. Naturalistic decision is a process in which the knowledge is sequentially transformed until the decision point. Decision is adaptive cognitive activity which contains according to Payne certain assumptions: a) Strategies for decision-making are typically at different level of precision; b) Strategies are determined by the context within which the task is solved; c) There are several strategies for solving the problem at different levels of complexity; d) Selection of the strategy might not be conscious. Overall we can state that both prosocial behavior and successful Hanoi tower puzzle solving are related to problem solving abilities. While the naturalistic decision making is often accompanied by time stress, incomplete ambiguous information, difficult risk assessment and high emotional impact under artificial conditions the problem is solved without stress, with clear information with well-defined objectives and low emotional impact. Naturalistic decision making involves complex cognitive processes repeated evaluation and processing of complex dynamic stimuli in situations of high uncertainty often under time and emotional pressure. While the Tower of Hanoi is an example of a structured issue, emergency aid is an example of not well structured problem. It is a task that requires intuitive thinking, motivation, evaluation of optional steps and involves emotions. Naturalistic decision made in emergency is similar to decision made by rescuers or firefighters. The present study shows how personal helping skills can be improved as well as studied further. The naturalistic decision theory is discussed as well as strategies used to achieve effective decisions (Wiggins, Henley).
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Rozważania nad rolą zabawek w kształtowaniu zachowań prospołecznych we wczesnym dzieciństwie – kontekst edukacyjny

63%
Pietrzak A.
Edukacja Elementarna w Teorii i Praktyce
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2018
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vol. 13
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issue 3(49)
111-125
PL
Tematem artykułu są rozważania o roli zabawek w kształtowaniu zachowań prospołecznych we wczesnym dzieciństwie. Autorka postawiła sobie za cel ukazanie znaczącej roli zabawek oraz zabawy w procesie rozwijania zachowań prospołecznych oraz tworzenia warunków stymulujących rozwój kompetencji społecznych we wczesnym dzieciństwie. Konieczność właściwego reagowania na złożone, często skomplikowane sytuacje społeczne, stanowi poważne wyzwanie dla dzieci, zatem badanie i rozwijanie umiejętności prospołecznych w ramach edukacji przedszkolnej wydaje się szczególnie istotne. Tekst ma charakter teoretyczny i stanowi wprowadzenie do szerszych rozważań. W pierwszej części artykułu dokonano objaśnień terminologicznych związanych z pojęciem „zabawka” i na potrzeby niniejszego tekstu przyjęto jedną definicję. Następnie przedstawiono sytuację zabawy oraz funkcje zabawek w świetle koncepcji rozwoju społecznego, wraz z omówieniem poszczególnych etapów zabawy. Zaprezentowano też pojęcie kompetencji społecznych w kontekście podjętej problematyki, ukazując zawiązek pomiędzy zabawą i zabawkami a nabywaniem umiejętności prospołecznych, takich jak: dzielenie się, współdziałanie, empatyzowanie z innymi, okazywanie troski. Wskazano również na poznawcze i emocjonalne determinanty zachowań prospołecznych, uwzględniając takie zagadnienia, jak teoria umysłu oraz empatia. Na koniec nawiązano do badań naukowych prezentujących koncepcję dzielenia się zabawkami jako przykładu zachowań prospołecznych.
EN
The presented article focuses on the role of toys in shaping prosocial behavior in early childhood. The discussion of the topic begins with the explanation of the term “toy”, and the adoption of one particular definition for the purposes of this text. The, the article presents the situation of play and the functions of toys in the concept of social development, together with the discussion of various stages of play. The next part includes the definition of social competences in the context of undertaken considerations. It presents the relationship between play and toys and the acquisition of prosocial skills such as: sharing, cooperation, empathizing with others, showing care, etc. Cognitive and emotional determinants of prosocial behavior are also considered, including such issues as theory of mind and empathy. At the end, the article presents some scientific research that includes the concept of sharing toys as an example of prosocial behavior. The purpose of this article is to show the significant role of toys and play in the process of developing prosocial behavior and creating conditions that stimulate the development of social competences in early childhood. The importance of giving proper response to complex, often complicated social situations is a serious challenge for children, so studying and developing prosocial skills within preschool education seems particularly important. This text is of a theoretical nature, and it is a kind of introduction to further deliberations.
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Problematyka emocji w zachowaniach prospołecznych w świetle wybranych teorii społecznych i badań empirycznych

38%
Kanasz T.
Acta Universitatis Lodziensis. Folia Sociologica
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2017
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issue 62
111-126
EN
This paper presents an issue of contemporary charity activities as seen in sociological perspectives, including sociology of emotions and sociology of social problems. The main thesis states that prosocial behavior is a complex phenomenon due to the various motives and conditions. The author argues that emotions play an important role in individual and institutional charity. The empirical implication of theoretical assumptions is the analysis of the content of the websites of three charitable organizations with the highest level of trust in Poland: the Great Orchestra of Christmas Charity, the Polish Caritas and the Polish Red Cross.
PL
Celem artykułu jest przedstawienie zagadnienia współczesnych działań prospołecznych z uwzględnieniem dorobku socjologii emocji oraz perspektywy problemów społecznych. Tezą jest stwierdzenie, że zachowania prospołeczne są zjawiskiem złożonym ze względu na motywy oraz uwarunkowania oraz że istotną rolę w indywidualnej oraz instytucjonalnej dobroczynności odgrywają emocje. Empiryczną implikacją założeń teoretycznych jest analiza zawartości stron internetowych trzech organizacji dobroczynnych o najwyższym poziomie zaufania w Polsce: Fundacji Wielkiej Orkiestry Świątecznej Pomocy, Caritas Polska oraz Polskiego Czerwonego Krzyża.
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