Motivational Conflict and Prosocial Behaviour of Kindergarten Children

Abstract

The present study aims to clarify the role of different emotions for children’s prosocial behaviour on the basis of a motivation-theoretical approach. Specifically, the functions of empathy and distress with respect to prosocial behaviour were investigated in two different experimental situations. Five-year-old girls (N = 50) participated in two observation studies. In study 1 the girls were randomly assigned: (a) to a nondistraction condition by experiencing another person’s misfortune (N = 13); or (b) to a distraction condition by inducing achievement motivation. In study 2 the girls (N = 25) underwent the same procedure as in the nondistraction condition in order to check the cross-validation of the variables measured. The girls’ videotaped nonverbal reactions (quality of facial expression and focus of attention) as well as the intensity of helping were analysed. The cross-validation was successful. The two experimental conditions did not differ with respect to empathy, distress, and helping. However, the relation between empathy and distress pointed at different directions with regard to the results of the two experimental groups. Furthermore, the positive effect of empathy as well as the negative effect of distress on prosocial behaviour were eliminated in case of the distraction situation. The measures on focus of attention supplemented the understanding of these different reactions in the two experimental conditions. The results are discussed in a motivation-theoretical framework by taking into account processes of emotion regulation.

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