Cause Marketing Strategy with Consumer Prosocial Behavior

In modern society, the human service field in social enterprise makes efforts to provide new products and better service to meet the diverse needs of client according to their increasing expectations for economic and social utility. The purpose of this research was to examine the status and working environment of social enterprise which has become popular for solution of human services, specially, to investigate the relationships between service orientation, job satisfaction, service commitment and pro-social service behavior. This research had 275 employees of social enterprises certified by Ministry of employment and labor located in Seoul, Gyunggi, Chungnam from 5nd of August to 20nd of September in 2013 for survey. For the statistical analysis, SPSS/PC Ver. 20.0 were used, factor analysis and other analysis such as reliability analysis, frequency analysis, correlation analysis and linear regression analysis accordingly were performed. Proven research result through these analysis are as follows: (a) service orientation was positively related to pro-social service behavior. In particular, the psychological empowerment influences pro-social behavior. In other words, employee’s empowerment in social enterprises influence service satisfaction of client and increases pro-social behavior. (b) job satisfaction and service commitment was positively related to pro-social service behavior. In particular, this study investigated the mediating effect of job satisfaction on the causal relationships between service orientation and pro-social service behavior. A critical review of available literature on the issues were presented and specific attention was paid to the mediating effect of job attitudes such as job satisfaction which might work in between service orientation and pro-social behavior. In this research, the higher the service orientation, increases the level of pro-social behavior.

Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others.

Prosocial risk-taking behavior, defined as taking risks to help others, may play an important role in shaping adolescents’ peer status. However, prior research has largely examined prosocial or risk-taking behavior independently, and has often failed to distinguish between different forms of risk taking, resulting in inconsistent findings regarding their associations with adolescent peer status. This study employed a two-wave longitudinal design (N = 554; mean age = 13.35 years, SD = 0.35 years; 227 girls, 227 boys) with a six-month interval to investigate the relation between prosocial risk-taking behavior and peer acceptance and popularity separately, and to examine the potential moderating role of leadership in these associations. Results indicated that prosocial risk-taking behavior significantly predicted peer acceptance over and above the effects of negative risk taking and prosocial behavior, but its main effect on popularity was nonsignificant. Moderation analyses revealed that leadership significantly moderated the relation between prosocial risk-taking behavior and popularity. Specifically, prosocial risk-taking behavior predicted higher popularity only among adolescents with higher leadership status among peers, and the association was nonsignificant among those with lower leadership. In contrast, prosocial risk-taking behavior predicted peer acceptance regardless of leadership level. The current results highlight the importance of prosocial risk-taking behavior for adolescent peer relationships and suggest that fostering such behaviors may increase peer acceptance, particularly among those with higher leadership levels.

Childhood callous-unemotional (CU) traits are characterized by low empathy, limited prosocial behavior, and restricted social affiliation. However, few studies have investigated whether CU traits are associated with different subtypes of prosocial and affiliative behavior or the specific motivational difficulties underlying these behaviors. We addressed these questions using data from 135 youngchildren (M = 5.48 years old; 58% female) who viewed depictions of adults or children in instrumental need, emotional need, or neutral situations. We assessed recognition, suggested initiation of, and motivation for prosocial or affiliative behavior in response to each depiction. We distinguished between subtypes of prosocial (instrumental and emotional) and affiliative (parallel, cooperative, associative) behavior, as well as self- versus other-orientated motivations. Parents reported on child CU traits and conduct problems. Overall, children accurately recognized prosocial and neutral situations, offered help, and expressed other-orientated motivations for prosocial behavior and social motivations for affiliative behavior. Higher CU traits were related to lower overall recognition accuracy, which was more pronounced for emotional need. Higher CU traits were also related to fewer offers of help and more denial of prosocial behavior, particularly for instrumental need. Finally, CU traits were related to lower probability of initiating affiliative behavior. CU traits were not differentially related to self- versus other-orientated motivations for prosocial or affiliative behavior. Findings demonstrate difficulties of children with CU traits in recognizing need and offering help. Interventions for CU traits could include modules that explicitly scaffold and shape prosociality and social affiliation.

Road users’ engagement in prosocial and altruistic behaviors: A systematic review

his study examines the effects of Metta and Karuna values in Buddhist leadership on Prosocial Work Behavior, with Value Congruence as a mediating variable, within the Indonesian Buddhist Representative Organization (WALUBI). A quantitative survey approach was employed. The research population comprised leaders and active members of WALUBI, from which 150 respondents were selected using a purposive sampling technique based on organizational involvement criteria. The study utilized primary data collected through a structured questionnaire distributed both directly and online. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with the assistance of SmartPLS software. The findings reveal that Metta Leadership positively influences Value Congruence but does not directly affect Prosocial Work Behavior. In contrast, Karuna Leadership has a positive and significant effect on both Value Congruence and Prosocial Work Behavior. Furthermore, Value Congruence significantly affects Prosocial Work Behavior, acting as a full mediator in the relationship between Metta Leadership and Prosocial Work Behavior, and as a partial mediator in the relationship between Karuna Leadership and Prosocial Work Behavior. These results indicate that Buddhist leadership values require processes of internalization and value alignment to be effectively translated into prosocial work behavior. The study contributes theoretically to the literature on spiritual and Buddhist leadership by highlighting the strategic role of Value Congruence as a key mechanism linking leadership values and prosocial behavior. Practically, the findings provide insights for non-profit religious organizations to strengthen the integration of leadership values into organizational practices in order to foster sustainable prosocial work behavior.

This chapter aims to examine how parenting relates to prosocial moral behavior in predominantly Muslim countries. First, we briefly define two theoretical approaches to explain prosocial behavior across cultures. Next, we present a discussion of Islam, its sects (Sunni, Shi‘a, and Khawarij), basic teachings, rites, rules, and beliefs, and how all these factors are associated with prosocial and moral behavior in Islamic families. After reviewing the literature on different aspects of parenting and prosocial behavior in these majority Muslim countries, it is concluded that examining of prosocial behaviors in different ethnic and cultural groups in Muslim populations reveals both cultural specificity and universality. Future studies should focus on the analysis of contextual factors as well as parenting to help us to better understand which settings are most appropriate for interventions to promote different types of prosocial moral behaviors in different Muslim societies.

Moral disengagement is a psychological process in which people use different cognitive strategies to justify their potentially problematic actions and to reduce feelings of shame and guilt. Athletes with high level of moral disengagement in sport may show more antisocial behavior and less prosocial behavior than other athletes. To date, most research investigating prosocial and antisocial behavior in sport has focused on behaviors directed at opponents. However, recent studies have also investigated prosocial and antisocial behavior within sport teams. Since the majority of past studies have been conducted in western countries, we know little about moral disengagement of Chinese athletes. Therefore, the purpose of the present study was to develop a valid and reliable measure of sport moral disengagement and to examine the relationship between sport moral disengagement and prosocial and antisocial behavior among Chinese athletes. Study 1 sought to develop a sport-specific measure of moral disengagement for Chinese athletes. Forty-eight items were developed based on content analysis of interviews with athletes and mass media reports of transgressions of athletes. Two hundred and fifty-four Chinese athletes were asked to rate their agreement with each item, and their responses were used exploratory factor analyses(EFA). Results showed that 20 items loaded on five factors:(1) conduct reconstrual,(2) advantageous comparison,(3) euphemistic labeling,(4) dehumanization, and(5) non-responsibility. After this, another 283 Chinese athletes filled in the questionnaire. The confirmatory factor analysis(CFA) indicated that the 5-factor solution was stable and the internal reliability of each of the factors was acceptable. Study 2 tested the relationship between moral disengagement in sport and prosocial and antisocial behavior towards teammates and opponents. Three hundred and six Chinese athletes responded to the 20-items moral disengagement questionnaire developed in Study 1 and the Chinese version of prosocial and antisocial behavior in sports scale(PABSS). Results from multivariate analysis of variance(MANOVA) and hierarchical regression analysis(HRA) showed that gender, type of sport, and competition level can predict antisocial behavior towards teammates and opponent(R2 = 0.11, F(3, 302)=12.88, p 0.01; R2 = 0.29, F(3, 302)=41.31, p 0.01) better than prosocial behavior towards teammates and opponents(R2 = 0.05, F(3, 302)=5.37, p 0.01; R2 = 0.06, F(3, 302)=6.23, p 0.01). Type of sport was the strongest predictor which negatively predicted antisocial behavior towards teammates and opponents(β =-0.29, t =-5.32, p 0.01; β =-0.49, t =-9.94, p 0.01). After controlling for gender, type of sport, and competition level, non-responsibility was the strongest predictor which can significantly and negatively predict prosocial behavior towards teammates and opponents(β =-0.31, t =-5.81, p 0.01; β =-0.28, t =-5.27, p 0.01); euphemistic labeling was the strongest predictor to positively predict antisocial behavior towards teammates(β = 0.23, t = 4.16, p 0.01); conduct reconstrual was the strongest predictor which could significantly and positively predict antisocial behavior towards opponents(β = 0.25, t = 5.33, p 0.01). The present study contributes to research into moral disengagement in sports by developing a valid measurement instrument for moral disengagement in Chinese athletes, and by analyzing the relationship between sport moral disengagement and prosocial and antisocial behavior towards teammates and opponents in Chinese athletes.

Peer interactions provide a crucial context for learning and development, especially during the preschool years (ages 3–5) when children experience rapid growth across all developmental domains. Guided by Vygotsky’s sociocultural theory, this qualitative, observation-based study explored prosocial and antisocial behaviors within the context of peer interactions. It included 13 preschool children from three age-specific classrooms (3-, 3.5-, and 4-year-olds) at a private childcare center in the United States. This configuration allowed for the examination of prosocial and antisocial behaviors across the 3- to 4-year-old continuum, with 3.5-year-olds included as an intermediate group. Eighteen 30-min observations were conducted to identify behavioral patterns, developmental trends, and contextual differences across five classroom activities. Thematic analysis revealed distinct behavioral patterns, with the three most frequently occurring types of prosocial behavior being (1) socially proactive, (2) socially responsive, and (3) sharing, while the two most commonly occurring types of antisocial behavior were (1) physically aggressive and (2) verbally aggressive. It also revealed developmental trends, with 4-year-olds exhibiting the highest percentage of overall prosocial behavior and the lowest percentage of overall antisocial behavior compared with their 3- and 3.5-year-old peers. Contextual differences were also evident: for overall prosocial behavior within each age group, unstructured playtime elicited the highest percentage among 3- and 3.5-year-olds, while circle time elicited the highest percentage for 4-year-olds. Unstructured playtime also accounted for the highest percentage of overall antisocial behavior across all age groups. All of these key findings were interpreted through the lens of self-regulation and theory of mind.

The development of prosocial behaviors during the preschool years is essential for children's positive interactions with peers in school and other social situations. Although there is some evidence of genetic influences on prosocial behaviors, very little is known about how genes and environment, independently and in concert, affect prosocial behaviors in young children. This study of 126 twin and sibling pairs examined 5-year-old preschool children's positive behaviors (prosocial and easy-going) while playing freely with an unfamiliar, same-age, same-sex peer. Children were randomly paired, allowing us to rule out passive (parent-influenced environment) and active (child-driven peer choices) gene-environment correlations as potential influences on the results. We found evidence of reactive gene-environment correlation, demonstrating that children who are genetically more likely to act prosocially and to be temperamentally outgoing appear to evoke more prosocial and easy-going behaviors from an unfamiliar peer. We also found that both dominant genetic and nonshared environmental factors were significant influences on preschoolers' prosocial play behaviors, but that neither genetic nor shared environmental factors were significant for easy-going play behaviors. These findings shed important light on influences of prosocial behaviors in preschoolers. Via inherited tendencies, preschool children's positive behaviors evoke similar positive behaviors from their play peers. Given that prosocial behaviors are preludes to a large range of important socially appropriate behaviors, prosocial children should be encouraged to interact with their peers to potentially create a more positive atmosphere within social contexts.

Background: Previous studies indicate that social support, self-compassion, and posttraumatic growth (PTG) can affect prosocial behaviour and antisocial behaviour, but few studies have examined their combined role in prosocial and antisocial behaviour among adolescents who have experienced traumatic events. Objective: This study examined the mediating roles of self-compassion and PTG in the relationship between social support and prosocial and antisocial behaviour among Chinese adolescents after the Ya’an earthquake. Method: Four and a half years after the Ya’an earthquake, 492 students aged 13 to 18 in Lushan County (98.6% of the 499 students surveyed) were assessed using the following system: Measures of Trauma Exposure Questionnaire, Social Support Questionnaire, Self-Compassion Scale, Posttraumatic Growth Inventory, and Child Behaviour Problems Questionnaire. Results: When we controlled for gender, age, and traumatic exposure, social support had a positive effect on prosocial behaviour. Moreover, social support had an indirect and positive effect on prosocial behaviour via positive self-compassion and PTG, as well as via an indirect path from positive self-compassion to PTG, but social support had a negative effect on antisocial behaviour via PTG, as well as via an indirect path from positive self-compassion to PTG on antisocial behaviour. Social support also had a positive effect on antisocial behaviour via negative self-compassion. Conclusion: Findings suggest that increased support may be beneficial for prosocial behaviour and reduce antisocial behaviour. Self-compassion and PTG play a significant mediating role between social support, prosocial behaviour, and antisocial behaviour.

Prosocial behaviors, and more recently, proenvironmental behaviors, have been proposed as two dimensions of an overarching disposition towards the common good. Both behaviors imply a moral dimension and are influenced by the social contexts in which they unfold. In the present study we test these associations, assessing the effect of moral disengagement and peer social norms on prosocial and proenvironmental behaviors. We analyzed the first data wave of an ongoing longitudinal study including 704 Chilean adolescents (301 male, 378 female and 25 do not answer; from 6th to 10th graders). Structural Equation Models showed that prosocial and proenvironmental behaviors were significantly associated with each other, and both with moral disengagement. Direct and cross effects of peer social norms were found for prosocial and proenvironmental behaviors. Moreover, peer social norms on proenvironmental behavior moderated the association between moral disengagement and individual proenvironmental behavior, but the same moderation effect for prosocial norms was not observed. These results highlight the moral nature of prosocial and proenvironmental behaviors and the relevant role that peers have in promoting these behaviors. Results are further discussed regarding their educational and developmental implications.

Introduction. In the current situation of socio-economic development and digitalisation of society, the question of moral standards is becoming particularly relevant. Individualism, values of self-actualisation, enrichment and autonomy are strengthened in the youth environment, and values of civic participation and moral identity are not developed. In this regard, prosocial attitudes aimed at providing selfless assistance to a person or society as a whole are popularised among young people at the state level.The aim of the present research is to identify the dominant moral grounds and norms of safe prosocial behaviour of young people.Methodology and research methods. The current research is based on the theory of moral grounds, the theory of social norms of prosocial behaviour, and the theory of social and psychological security. The following psychodiagnostic methods were applied: “Diagnostics of the Level of Moral and Ethical Responsibility of the Individual” (by I. G. Timoshchuk), “Moral Foundations Questionnaire” (by J. Haidt et al., in the adaptation of O. A. Sychev et al.); “Scale of Altruism” (by F. Rushton, in the adaptation of N. V. Kuhtova), “Social Norms of Prosocial Behaviour” (by I. A. Furmanov, N. V. Kuhtova). The obtained empirical data were processed using percentage analysis, the Kraskel-Wallace criterion, the Pearson correlation analysis, and linear regression analysis (the step method). Calculations were done employing the SPPS 22 statistical program package.Results and scientific novelty. The conducted research has shown that moral and ethical responsibility and prosociality among young people are formed at a sufficient level. The norms of care, justice, and social responsibility are the dominant moral grounds and norms of prosocial safe behaviour of young people. Despite the fact that assistance is mainly dictated by pragmatic motives, safe prosocial behaviour of young people is predicted by compliance with group rules and the absence of selfish expectations of reciprocity.Practical significance. The identified relationships allow for the prediction of the level of readiness of the individual to help and take care of the well-being of another person and society, depending on moral norms and norms of prosocial behaviour. In the process of personal and professional development and spiritual and moral development of young people, it is advisable to use situational modelling aimed at solving moral dilemmas and forming attitudes to prosocial behaviour within the framework of the humanities cycle.

Background/ObjectiveSocial media significantly influences adolescents’ prosocial behavior. With smartphones becoming ubiquitous, short videos have emerged as the predominant social media format for adolescents. However, the effects of adolescents’ engagement with short videos on their prosocial behavior remain uncertain. This study aims to address the problem of how short videos (content and consequences) affect prosocial behavior in adolescents, and simultaneously explores the differences of this effect among individuals with different social value orientations.MethodsThe current study conducted two research laboratory experiments using the between-subject study design of two factors. Study 1 (N=148) reveals that viewing prosocial short videos significantly predicts adolescents’ prosocial behavior more so than neutral short videos. The interaction between short video content and social value orientation on prosocial behavior illustrates that the encouraging impact of prosocial content is primarily evident in prosocial individuals, rather than in pro-self individuals. In Study 2 (N=152), we introduce new dimensions by assessing adolescents’ response to varying consequences of the same prosocial behavior (ie, reward, punishment) within the short video context. Findings indicate that reward consequences significantly bolster adolescents’ prosocial behavior, whereas punitive measures tend to adversely affect it. Furthermore, the interaction between the consequences of prosocial short videos and social value orientation suggests that prosocial individuals exhibit no significant behavioral difference between rewards and punishments; instead, the reward/punishment consequences notably influence the prosocial behavior of pro-self individuals.ConclusionShort videos (content and consequences) and social value orientations interactively influence adolescents’ prosocial behaviors. This study underscores the need to recognize individual differences in adolescents’ use of short videos and its impact on their prosocial behavior, particularly highlighting the crucial role of their social value orientations. Practically, the research offers valuable insights for parents and professionals seeking to foster adolescents’ prosocial behavior.

Objectification denies individuals' personhood and renders them as tools for facilitating others' goal achievement. With two studies (N = 446), the present investigation aimed to contribute to the literature by testing whether and how objectification impacts prosociality, including prosocial intention and prosocial behavior. Study 1, with a correlational design, aimed to test whether participants with greater experience of objectification would report lower levels of prosociality, and to test whether participants' relative deprivation could account for the proposed association between objectification and prosociality. To further test these associations and provide causal evidence, in Study 2, we manipulated objectification by asking participants to imagine future objectification experiences. These studies converged in support of the negative relationship between objectification and prosocial intention, as well as the mediating role of relative deprivation. Regarding prosocial behavior, our findings support a mediating mechanism between objectification and prosocial behavior, although the evidence for the effect of objectification on prosocial behavior is not sufficient. These findings enrich our understanding of the consequences of objectification, while highlighting interpersonal processes' contribution to prosocial intention and behavior. The limitations and potential future directions were discussed.