{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/87814"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/87814","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Relationship Between Emotional Predispositions, Emotional Decoding and Regulation Skills and Children's Prosocial Behavior","abstract":"U of I Only","abstract_html":"U of I Only","abstract_has_math":false,"creators":["Greener, Susan Hayes"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Human Resources and Family Studies","degree_department":null,"school":null,"contributors":["Nicki R. Crick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T16:59:04Z","date_published":"2015-09-28T16:59:04Z","updated_at":"2026-07-22T22:26:31Z","subjects":["Psychology, Social"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9904471"],"render_values":[{"text":"(MiAaPQ)AAI9904471","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/87814","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Nicki R. Crick"]},{"key":"dc:creator","label":"Author","values":["Greener, Susan Hayes"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T16:59:04Z","10000-01-01","1998"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Resources and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Social"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/87814","(MiAaPQ)AAI9904471"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["U of I Only","The study was designed to examine 8-12 year-old's emotional predispositions/skills and their relation to peer-assessments of prosocial behavior as predicted by the theories of emotional intelligence (Salovey & Mayer, 1990, 1994) emotional competence (Saarni, 1995). An adequate understanding of these relationships is critical for socializing positive behavior and creating interventions that reduce antisocial behavior and increase prosocial emotional responses. Although prosocial behavior has been studied for many years, it has been narrowly operationalized and research has tended to lack ecological validity. To rectify these weaknesses, in Phase I of the study, child-generated normative prosocial behaviors were used to screen 332 children, using peer nominations to identify groups of high- (n = 56), average- (n = 51), and low-prosocial children (n = 51). Children also filled out self-ratings of social behavior, sociometric nominations, and a measure assessing components of emotional intelligence. During Phase II, children completed self-ratings of dispositional empathy and perspective-taking and an assessment of nonverbal emotion decoding accuracy. Teachers assessed children's social behavior, empathic response, emotion regulation, and dispositional positive affect. High-prosocial children scored significantly higher on self-reports of empathic response, teacher-reports of positive affect, accuracy of decoding emotion in children's faces, and teacher-reports of emotion regulation. High-prosocial children were more accepted by their peers, but were as likely to be sociometrically average as average- and low-prosocial groups. Girls consistently outscored boys on ratings of emotional competence and prosocial behavior. Implications of research findings are discussed.","Made available in DSpace on 2015-09-28T16:59:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9904471.pdf: 5491528 bytes, checksum: bdef8d388bb18d6945dd8f4d374e9b59 (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 89095 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","124 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."]},{"key":"dc:title","label":"Title","values":["The Relationship Between Emotional Predispositions, Emotional Decoding and Regulation Skills and Children's Prosocial Behavior"]}]}],"canonical_facts":{"dc:contributor":["Nicki R. Crick"],"dc:creator":["Greener, Susan Hayes"],"dc:date":["2015-09-28T16:59:04Z","10000-01-01","1998"],"dc:description":["U of I Only","The study was designed to examine 8-12 year-old's emotional predispositions/skills and their relation to peer-assessments of prosocial behavior as predicted by the theories of emotional intelligence (Salovey & Mayer, 1990, 1994) emotional competence (Saarni, 1995). An adequate understanding of these relationships is critical for socializing positive behavior and creating interventions that reduce antisocial behavior and increase prosocial emotional responses. Although prosocial behavior has been studied for many years, it has been narrowly operationalized and research has tended to lack ecological validity. To rectify these weaknesses, in Phase I of the study, child-generated normative prosocial behaviors were used to screen 332 children, using peer nominations to identify groups of high- (n = 56), average- (n = 51), and low-prosocial children (n = 51). Children also filled out self-ratings of social behavior, sociometric nominations, and a measure assessing components of emotional intelligence. During Phase II, children completed self-ratings of dispositional empathy and perspective-taking and an assessment of nonverbal emotion decoding accuracy. Teachers assessed children's social behavior, empathic response, emotion regulation, and dispositional positive affect. High-prosocial children scored significantly higher on self-reports of empathic response, teacher-reports of positive affect, accuracy of decoding emotion in children's faces, and teacher-reports of emotion regulation. High-prosocial children were more accepted by their peers, but were as likely to be sociometrically average as average- and low-prosocial groups. Girls consistently outscored boys on ratings of emotional competence and prosocial behavior. Implications of research findings are discussed.","Made available in DSpace on 2015-09-28T16:59:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9904471.pdf: 5491528 bytes, checksum: bdef8d388bb18d6945dd8f4d374e9b59 (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 89095 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","124 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."],"dc:identifier":["http://hdl.handle.net/2142/87814","(MiAaPQ)AAI9904471"],"dc:language":["eng"],"dc:subject":["Psychology, Social"],"dc:title":["The Relationship Between Emotional Predispositions, Emotional Decoding and Regulation Skills and Children's Prosocial Behavior"],"dc:type":["text"],"thesis:degree_discipline":["Human Resources and Family Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:31Z"}