Interpersonal Relationships, Emotional Distress, and Prosocial Behavior in Middle School

Bibliographic Data

ID11672007
AuthorsKathryn R Wentzel (0000-0003-3164-1233, University of Maryland, College Park, corresponding author), Carolyn McNamara (University of Maryland, College Park), Carolyn C McNamara (University of Maryland, College Park)
Year1999
Volume19
Issue1
Pages114-125
Publication date1999-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Early Adolescence (JOURNAL)
Journal identifiersISSN: 0272-4316 • E-ISSN: 1552-5449
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431699019001006
OpenAlexW2129001871
LanguageEN
Citations received45
References cited29

Investigated in this study was the contribution of peer acceptance, perceived support from peers, and family cohesion to prosocial behavior in young adolescents. Based on theories of peer socialization, it was hypothesized that being accepted by peers would have a direct relation to prosocial behavior. In addition, emotional distress was examined as a possible mediator between adolescents’ perceptions of family and peer relationships and prosocial outcomes. In a sample of 167 sixth-grade students, hypotheses were supported in that peer acceptance was related directly to prosocial behavior and emotional distress mediated relations between perceived support from peers and prosocial behavior. Family cohesion was related negatively to distress but not to prosocial outcomes. The roles of parents and peers in promoting young adolescents’ social competence, as well as the importance of emotional well-being for positive social adjustment in middle school are discussed

Developmental psychology · Distress · Empathy · Peer acceptance · Peer group · Personal distress · Prosocial behavior · Socialization · Attachment and Relationship Dynamics · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Family and Disability Support Research · Psychology · Social Psychology

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