The current study is aimed to evaluate the effect of a school-based universal intervention programme designed for promoting prosocial behavior in adolescence, called Promoting Prosocial and Emotional Skills to Counteract Externalizing Problems in Adolescence (CEPIDEA), developed in Italy and subsequently adapted in a non-Western country: Colombia. Previous studies have shown the efficacy of CEPIDEA program on prosocial behavior and the role of its subcomponents (i.e., self-efficacy) in increase prosocial behavior (Caprara et al., 2014; Luengo Kanacri et al., 2019). Specifically, first it was explored the effect of intervention on empathic and social self-efficacy (ESE), as well as on prosocial behavior (PB), then the mediational role of ESE in the increase of PB. Using randomized pretest-posttest design, the present study assessed 145 students (55.2% males; Mage = 12.80, SD = 1.02) of the intervention schools and 144 students (49.3% males; Mage = 12.68, SD = 0.88) of the control schools, from four different middle schools (two intervention schools and two control schools) in the city of Manizales (Colombia). An ANCOVA model recommended for intervention programs with a pretest-posttest design was used. Results showed that, there was a slight positive effect of the intervention on the change in ESE (b = .148, SE = .070, p =.036, Cohen’s d = .241 [95% CI: .014, .293]) and PB (b = .129, SE = .035, p =.000, Cohen’s d = .369 [95% CI: .063, .203]) from pretest to posttest. Moreover, the hypothesized mediational model (intervention → increase in ESE → increase in PB) showed that the intervention group reported an increase in ESE which, in turn, significantly influenced the increase in PB (ab= .017, [95% CI: .002 .035]. From a practical perspective, these findings suggest that interventions aimed to promote prosociality have important positive effect in youths’ positive development.
Promoting prosocial behavior in Colombian adolescents: results of a school-based universal programme / Cirimele, F.; Narváez Marín, Marcela; Tamayo Giraldo, Gonzalo.; Ruiz García, Marcela; Uribe Tirado, Liliana; LUENGO KANACRI, bernadette paula; Gomez Plata, Maryluz; Laghi, F.; Pastorelli, C.. - (2020). (Intervento presentato al convegno 26th Biennial Meeting of the International Society for the Study of Behavoural Development (ISSBD) tenutosi a Rhodes, Greece).
Promoting prosocial behavior in Colombian adolescents: results of a school-based universal programme
Cirimele F.
Primo
;Luengo Kanacri Paula;Gómez Plata Maryluz;Laghi F.;Pastorelli C.
2020
Abstract
The current study is aimed to evaluate the effect of a school-based universal intervention programme designed for promoting prosocial behavior in adolescence, called Promoting Prosocial and Emotional Skills to Counteract Externalizing Problems in Adolescence (CEPIDEA), developed in Italy and subsequently adapted in a non-Western country: Colombia. Previous studies have shown the efficacy of CEPIDEA program on prosocial behavior and the role of its subcomponents (i.e., self-efficacy) in increase prosocial behavior (Caprara et al., 2014; Luengo Kanacri et al., 2019). Specifically, first it was explored the effect of intervention on empathic and social self-efficacy (ESE), as well as on prosocial behavior (PB), then the mediational role of ESE in the increase of PB. Using randomized pretest-posttest design, the present study assessed 145 students (55.2% males; Mage = 12.80, SD = 1.02) of the intervention schools and 144 students (49.3% males; Mage = 12.68, SD = 0.88) of the control schools, from four different middle schools (two intervention schools and two control schools) in the city of Manizales (Colombia). An ANCOVA model recommended for intervention programs with a pretest-posttest design was used. Results showed that, there was a slight positive effect of the intervention on the change in ESE (b = .148, SE = .070, p =.036, Cohen’s d = .241 [95% CI: .014, .293]) and PB (b = .129, SE = .035, p =.000, Cohen’s d = .369 [95% CI: .063, .203]) from pretest to posttest. Moreover, the hypothesized mediational model (intervention → increase in ESE → increase in PB) showed that the intervention group reported an increase in ESE which, in turn, significantly influenced the increase in PB (ab= .017, [95% CI: .002 .035]. From a practical perspective, these findings suggest that interventions aimed to promote prosociality have important positive effect in youths’ positive development.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
