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Developmental Change in Social Responsibility During Adolescence: An Ecological Perspective
Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change-and predictors of that change-in social responsibility during adolescence. The present study used an accelerated long...
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| Published in: | Developmental psychology 2016-01, Vol.52 (1), p.130-142 |
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| container_end_page | 142 |
| container_issue | 1 |
| container_start_page | 130 |
| container_title | Developmental psychology |
| container_volume | 52 |
| creator | Wray-Lake, Laura Syvertsen, Amy K. Flanagan, Constance A. |
| description | Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change-and predictors of that change-in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the developmental trajectory of social responsibility values and ecological assets across family, school, community, and peer settings that predict these values. Data come from a 3-year study of 3,683 U.S. adolescents enrolled in upper-level elementary, middle, and high schools in rural, semiurban, and urban communities. Social responsibility values significantly decreased from age 9 to 16 before leveling off in later adolescence. Family compassion messages and democratic climate, school solidarity, community connectedness, and trusted friendship, positively predicted within-person change in adolescents' social responsibility values. These findings held after accounting for other individual-level and demographic factors and provide support for the role of ecological assets in adolescents' social responsibility development. In addition, fair society beliefs and volunteer experience had positive between- and within-person associations with social responsibility values. The manuscript discusses theoretical and practical implications of the conclusion that declines in ecological assets may partly explain age-related declines in social responsibility values. |
| doi_str_mv | 10.1037/dev0000067 |
| format | article |
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Little is known about developmental change-and predictors of that change-in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the developmental trajectory of social responsibility values and ecological assets across family, school, community, and peer settings that predict these values. Data come from a 3-year study of 3,683 U.S. adolescents enrolled in upper-level elementary, middle, and high schools in rural, semiurban, and urban communities. Social responsibility values significantly decreased from age 9 to 16 before leveling off in later adolescence. Family compassion messages and democratic climate, school solidarity, community connectedness, and trusted friendship, positively predicted within-person change in adolescents' social responsibility values. These findings held after accounting for other individual-level and demographic factors and provide support for the role of ecological assets in adolescents' social responsibility development. In addition, fair society beliefs and volunteer experience had positive between- and within-person associations with social responsibility values. The manuscript discusses theoretical and practical implications of the conclusion that declines in ecological assets may partly explain age-related declines in social responsibility values.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/dev0000067</identifier><identifier>PMID: 26619322</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>United States: American Psychological Association</publisher><subject>Adolescent ; Adolescent Development ; Adolescents ; Age Differences ; Aging ; Assets ; Attitude Change ; Beliefs ; Change agents ; Child ; Child development ; Commitment ; Communities ; Community involvement ; Community Relations ; Correlation ; Democratic Values ; Demography ; Developmental psychology ; Developmental Stages ; Developmental Tasks ; Ecology ; Elementary School Students ; Factor Analysis ; Family ; Family Influence ; Female ; Friendship ; High School Students ; Human ; Humans ; Individual differences ; Interpersonal Relations ; Longitudinal Studies ; Male ; Measures (Individuals) ; Middle School Students ; Peer Group ; Peers ; Prediction ; Prosocial behavior ; Research Design ; Residence Characteristics ; Rural communities ; Rural Schools ; Schools ; Secondary schools ; Social Behavior ; Social cohesion ; Social development ; Social Responsibility ; Social sciences ; Social Values ; Statistical Analysis ; Sympathy ; Trust (Psychology) ; United States ; United States (Midwest) ; United States (Northeast) ; Values ; Volunteers</subject><ispartof>Developmental psychology, 2016-01, Vol.52 (1), p.130-142</ispartof><rights>2015 American Psychological Association</rights><rights>(c) 2015 APA, all rights reserved).</rights><rights>2015, American Psychological Association</rights><rights>Copyright American Psychological Association Jan 2016</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a595t-f9157adcf144752889c0bd77effb3d85786828416a486e25fa062bfa842185c53</citedby><orcidid>0000-0002-6091-4440</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,315,786,790,891,27957,27958,31034,33258,33259</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1085858$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26619322$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Dubow, Eric F</contributor><contributor>Eccles, Jacquelynne S</contributor><creatorcontrib>Wray-Lake, Laura</creatorcontrib><creatorcontrib>Syvertsen, Amy K.</creatorcontrib><creatorcontrib>Flanagan, Constance A.</creatorcontrib><title>Developmental Change in Social Responsibility During Adolescence: An Ecological Perspective</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change-and predictors of that change-in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the developmental trajectory of social responsibility values and ecological assets across family, school, community, and peer settings that predict these values. Data come from a 3-year study of 3,683 U.S. adolescents enrolled in upper-level elementary, middle, and high schools in rural, semiurban, and urban communities. Social responsibility values significantly decreased from age 9 to 16 before leveling off in later adolescence. Family compassion messages and democratic climate, school solidarity, community connectedness, and trusted friendship, positively predicted within-person change in adolescents' social responsibility values. These findings held after accounting for other individual-level and demographic factors and provide support for the role of ecological assets in adolescents' social responsibility development. In addition, fair society beliefs and volunteer experience had positive between- and within-person associations with social responsibility values. The manuscript discusses theoretical and practical implications of the conclusion that declines in ecological assets may partly explain age-related declines in social responsibility values.</description><subject>Adolescent</subject><subject>Adolescent Development</subject><subject>Adolescents</subject><subject>Age Differences</subject><subject>Aging</subject><subject>Assets</subject><subject>Attitude Change</subject><subject>Beliefs</subject><subject>Change agents</subject><subject>Child</subject><subject>Child development</subject><subject>Commitment</subject><subject>Communities</subject><subject>Community involvement</subject><subject>Community Relations</subject><subject>Correlation</subject><subject>Democratic Values</subject><subject>Demography</subject><subject>Developmental psychology</subject><subject>Developmental Stages</subject><subject>Developmental Tasks</subject><subject>Ecology</subject><subject>Elementary School Students</subject><subject>Factor Analysis</subject><subject>Family</subject><subject>Family Influence</subject><subject>Female</subject><subject>Friendship</subject><subject>High School Students</subject><subject>Human</subject><subject>Humans</subject><subject>Individual differences</subject><subject>Interpersonal Relations</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Measures (Individuals)</subject><subject>Middle School Students</subject><subject>Peer Group</subject><subject>Peers</subject><subject>Prediction</subject><subject>Prosocial behavior</subject><subject>Research Design</subject><subject>Residence Characteristics</subject><subject>Rural communities</subject><subject>Rural Schools</subject><subject>Schools</subject><subject>Secondary schools</subject><subject>Social Behavior</subject><subject>Social cohesion</subject><subject>Social development</subject><subject>Social Responsibility</subject><subject>Social sciences</subject><subject>Social Values</subject><subject>Statistical Analysis</subject><subject>Sympathy</subject><subject>Trust (Psychology)</subject><subject>United States</subject><subject>United States (Midwest)</subject><subject>United States (Northeast)</subject><subject>Values</subject><subject>Volunteers</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7QJ</sourceid><sourceid>8BJ</sourceid><recordid>eNp9kcuP0zAQxi0EYsvChTsoEhcECtiOnxyQqm55aSUQjxMHy3EmXa9SO9hJpf73uOpSHgfsg2V_vxnPzIfQQ4JfENzIlx3s8GEJeQstiG50jbnWt9ECY0JrIpg-Q_dyvi5X1mh-F51RIQpH6QJ9v4AdDHHcQpjsUK2ubNhA5UP1JTpfHj5DHmPIvvWDn_bVxZx82FTLLg6QHQQHr6plqNYuDnHjXQn4BCmP4Ca_g_voTm-HDA9uznP07c366-pdffnx7fvV8rK2XPOp7jXh0nauJ4xJTpXSDredlND3bdMpLpVQVDEiLFMCKO8tFrTtrWKUKO54c45eH_OOc7uFrpQ1JTuYMfmtTXsTrTd_K8FfmU3cGS4apoUoCZ7eJEjxxwx5MltfuhsGGyDO2RApCeOyTLigT_5Br-OcQmmvUJxpqaRm_6caxRQTRBXq2ZFyKeacoD-VTLA5OGt-O1vgx382eUJ_WVmAR0cAkncnef2BYMXLLvrzo25Ha8a8dzZN3h1snFMqgzl8Zjg1xJAGNz8BVCu27w</recordid><startdate>20160101</startdate><enddate>20160101</enddate><creator>Wray-Lake, Laura</creator><creator>Syvertsen, Amy K.</creator><creator>Flanagan, Constance A.</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-6091-4440</orcidid></search><sort><creationdate>20160101</creationdate><title>Developmental Change in Social Responsibility During Adolescence: An Ecological Perspective</title><author>Wray-Lake, Laura ; Syvertsen, Amy K. ; Flanagan, Constance A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a595t-f9157adcf144752889c0bd77effb3d85786828416a486e25fa062bfa842185c53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Adolescent</topic><topic>Adolescent Development</topic><topic>Adolescents</topic><topic>Age Differences</topic><topic>Aging</topic><topic>Assets</topic><topic>Attitude Change</topic><topic>Beliefs</topic><topic>Change agents</topic><topic>Child</topic><topic>Child development</topic><topic>Commitment</topic><topic>Communities</topic><topic>Community involvement</topic><topic>Community Relations</topic><topic>Correlation</topic><topic>Democratic Values</topic><topic>Demography</topic><topic>Developmental psychology</topic><topic>Developmental Stages</topic><topic>Developmental Tasks</topic><topic>Ecology</topic><topic>Elementary School Students</topic><topic>Factor Analysis</topic><topic>Family</topic><topic>Family Influence</topic><topic>Female</topic><topic>Friendship</topic><topic>High School Students</topic><topic>Human</topic><topic>Humans</topic><topic>Individual differences</topic><topic>Interpersonal Relations</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Measures (Individuals)</topic><topic>Middle School Students</topic><topic>Peer Group</topic><topic>Peers</topic><topic>Prediction</topic><topic>Prosocial behavior</topic><topic>Research Design</topic><topic>Residence Characteristics</topic><topic>Rural communities</topic><topic>Rural Schools</topic><topic>Schools</topic><topic>Secondary schools</topic><topic>Social Behavior</topic><topic>Social cohesion</topic><topic>Social development</topic><topic>Social Responsibility</topic><topic>Social sciences</topic><topic>Social Values</topic><topic>Statistical Analysis</topic><topic>Sympathy</topic><topic>Trust (Psychology)</topic><topic>United States</topic><topic>United States (Midwest)</topic><topic>United States (Northeast)</topic><topic>Values</topic><topic>Volunteers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wray-Lake, Laura</creatorcontrib><creatorcontrib>Syvertsen, Amy K.</creatorcontrib><creatorcontrib>Flanagan, Constance A.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>PsycArticles (via ProQuest)</collection><collection>ProQuest One Psychology</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wray-Lake, Laura</au><au>Syvertsen, Amy K.</au><au>Flanagan, Constance A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1085858</ericid><atitle>Developmental Change in Social Responsibility During Adolescence: An Ecological Perspective</atitle><jtitle>Developmental psychology</jtitle><addtitle>Dev Psychol</addtitle><date>2016-01-01</date><risdate>2016</risdate><volume>52</volume><issue>1</issue><spage>130</spage><epage>142</epage><pages>130-142</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><coden>DEVPA9</coden><notes>ObjectType-Article-1</notes><notes>SourceType-Scholarly Journals-1</notes><notes>ObjectType-Feature-2</notes><notes>content type line 23</notes><abstract>Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change-and predictors of that change-in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the developmental trajectory of social responsibility values and ecological assets across family, school, community, and peer settings that predict these values. Data come from a 3-year study of 3,683 U.S. adolescents enrolled in upper-level elementary, middle, and high schools in rural, semiurban, and urban communities. Social responsibility values significantly decreased from age 9 to 16 before leveling off in later adolescence. Family compassion messages and democratic climate, school solidarity, community connectedness, and trusted friendship, positively predicted within-person change in adolescents' social responsibility values. These findings held after accounting for other individual-level and demographic factors and provide support for the role of ecological assets in adolescents' social responsibility development. In addition, fair society beliefs and volunteer experience had positive between- and within-person associations with social responsibility values. The manuscript discusses theoretical and practical implications of the conclusion that declines in ecological assets may partly explain age-related declines in social responsibility values.</abstract><cop>United States</cop><pub>American Psychological Association</pub><pmid>26619322</pmid><doi>10.1037/dev0000067</doi><tpages>13</tpages><orcidid>https://orcid.org/0000-0002-6091-4440</orcidid><oa>free_for_read</oa></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); International Bibliography of the Social Sciences (IBSS); PsycARTICLES; ERIC |
| subjects | Adolescent Adolescent Development Adolescents Age Differences Aging Assets Attitude Change Beliefs Change agents Child Child development Commitment Communities Community involvement Community Relations Correlation Democratic Values Demography Developmental psychology Developmental Stages Developmental Tasks Ecology Elementary School Students Factor Analysis Family Family Influence Female Friendship High School Students Human Humans Individual differences Interpersonal Relations Longitudinal Studies Male Measures (Individuals) Middle School Students Peer Group Peers Prediction Prosocial behavior Research Design Residence Characteristics Rural communities Rural Schools Schools Secondary schools Social Behavior Social cohesion Social development Social Responsibility Social sciences Social Values Statistical Analysis Sympathy Trust (Psychology) United States United States (Midwest) United States (Northeast) Values Volunteers |
| title | Developmental Change in Social Responsibility During Adolescence: An Ecological Perspective |
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