Browsing by Author "Zuffiano, Antonio"

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    Adolescents' Prosocial Behavior Predicts Good Grades Beyond Intelligence and Personality Traits
    (2018) Gerbino, Maria; Zuffiano, Antonio; Eisenberg, Nancy; Castellani, Valeria; Luengo Kanacri, Bernadette Paula; Pastorelli, Concetta; Caprara, Gian Vitorio
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    Measuring Prosocial Behaviors: Psychometric Properties and Cross-National Validation of the Prosociality Scale in Five Countries
    (2021) Luengo Kanacri, Bernadette Paula; Eisenberg, Nancy; Tramontano, Carlo; Zuffiano, Antonio; Giovanna Caprara, Maria; Regner, Evangelina; Zhu, Liqi; Pastorelli, Concetta; Vittorio Caprara, Gian
    This research investigated the psychometric properties of the Prosociality Scale and its cross-cultural validation and generalizability across five different western and non-western countries (China, Chile, Italy, Spain, and the United States). The scale was designed to measure individual differences in a global tendency to behave in prosocial ways during late adolescence and adulthood. Study 1 was designed to identify the best factorial structure of the Prosociality Scale and Study 2 tested the model's equivalence across five countries (N = 1,630 young adults coming from China, Chile, Italy, Spain and the United States; general M-age = 21.34; SD = 3.34). Findings supported a bifactor model in which prosocial responding was characterized by a general latent factor (i.e., prosociality) and two other specific factors (prosocial actions and prosocial feelings). New evidence of construct validity of the Prosociality Scale was provided.
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    Promoting prosocial behaviour among Colombian adolescents: the evaluation of a universal school-based program using a multi-informant perspective
    (2022) Cirimele, Flavia; Gomez Plata, Maryluz; Zuffiano, Antonio; Gerbino, Maria; Uribe Tirado, Liliana Maria; Tamayo Giraldo, Gonzalo; Paba Barbosa, Carmelina; Marin Londono, Beatriz; Narvaez Marin, Mariela; Ruiz Garcia, Marcela; Thartori, Eriona; Luengo Kanacri, Bernadette Paula; Pastorelli, Concetta
    The present study evaluated the efficacy of an Italian school-based intervention programme adapted in three Colombian sites (Medellin, Manizales, and Santa Marta) in promoting prosocial behaviour among adolescents. Using a pre-test-post-test design with a multi-informant approach, the present study assessed 451 students (M-age = 12.77, SD = 1.06) of the intervention group and 428 students (M-age = 12.64, SD = 1.01) by using self-report and peer rating measures of prosocial behaviour. After establishing the measurement invariance across time and informants, a latent difference score model showed the positive effect of the intervention programme in improving prosocial behaviour evaluated by peers (Cohen's d = .379) among Colombian adolescents, across all three sites. Implications of the study will be discussed.
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    The effect of individual and classroom moral disengagement on antisocial behaviors in Colombian adolescents: A multilevel model
    (2022) Gomez Plata, Maryluz; Laghi, Fiorenzo; Pastorelli, Concetta; Paba Barbosa, Carmelina; Uribe Tirado, Liliana; Luengo Kanacri, Bernadette P.; Zuffiano, Antonio; Cirimele, Flavia; Ruiz Garcia, Marcela; Tamayo Giraldo, Gonzalo; Narvaez Marin, Mariela; Gerbino, Maria G.
    The present study examined the predictive effect of moral disengagement (within and between classrooms) on antisocial behaviors in Colombian adolescents, as well as the interaction of moral disengagement with classroom composition by age, socioeconomic status (SES), and perceived teacher-student relationship quality. Multilevel modeling was used to identify individual, compositional, and contextual effects on antisocial behaviors. The predictive variables were: (a) classroom mean score (i.e., between-classroom analysis), and (b) student deviation from the classroom mean score (i.e., within-classroom analysis). The sample included 879 students nested in 24 seventh-grade classrooms in three Colombian cities. The results showed that age, SES, and moral disengagement at the within-classroom level predicted antisocial behaviors. At the between-classroom level, antisocial behaviors were predicted by higher moral disengagement and lower aggregate SES. In addition, significant interactions were found between moral disengagement at the within-classroom level and SES at the between-classroom level. The findings expand our knowledge of the interdependence between individual and classroom contexts in the exercise of moral agency during adolescence.
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    Why and How to Promote Adolescents' Prosocial Behaviors: Direct, Mediated and Moderated Effects of the CEPIDEA School-Based Program
    (2015) Caprara, Gian Vittorio; Luengo Kanacri, Bernadette Paula; Zuffiano, Antonio; Gerbino, Maria; Pastorelli, Concetta
    Prosocial behaviors are considered integral to intervention goals that seek to promote successful youth development. This study examines the effect of a school-based intervention program entirely designed to promote prosocial behaviors called Promoting Prosocial and Emotional Skills to Counteract Externalizing Problems in Adolescence (Italian acronym CEPIDEA). The CEPIDEA curriculum was incorporated into routine educational practices and included five major components that reflect the personal determinants of prosocial behavior during adolescence. The present study assessed 151 students (48.7 % female; M (age) = 12.4) of the intervention school and 140 students (51.2 % female; M (age) = 13.0) of the control school at three points. A multi-group latent curve analysis revealed that the intervention group, compared with the control group, showed an increase in prosocial behavior, interpersonal self-efficacy beliefs, and agreeableness along with a decrease in physical aggression above and beyond the normative developmental trend of the these variables. Participants of the intervention also obtained higher grades than the control group at the end of middle school. Moderation effects for prosocial behavior and agreeableness evidenced that those who benefited most from the intervention were those adolescents with lower normative development of prosocial behavior, low initial level of agreeableness, and high initial level of physical aggression. The results also showed that the increase of prosocial behaviors mediated the decline of verbal aggression in adolescents who had attended the intervention. These findings suggest that interventions aimed at promoting prosocial behaviors while having the potential to support positive outcomes may also counteract or redirect negative trajectories of functioning.