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An investigation of good mood on prosocial behaviour in primary school pupils
Author
Loh, Sharon Chui Foong
Supervisor
Thomas, Elwyn
Abstract
It has been indicated in research that individuals tend to show kindness especially when they are in a good mood (Cunningham et al., 1990; Salovey, Mayer, and Rosenhan, 1991). This is a cause for concern since it could be implied that individuals would help only when they are in a good mood, and especially for children, where the effects good mood leading to prosocial behaviour tend to be more egocentric than emphatic. Therefore, the aim of this study is to investigate the effect of good mood on prosocial behaviour in primary school pupils.
Two pilot studies and a main study were conducted for this research. The aims of the first study are to (1) find out the type of low-cost but effective items that appeal most to children, so as to ensure that the materials used to induce good mood in children for the second pilot study were effective and (2) ensure that the correct substitution could be made. On the other hand, the aims of the second pilot study are to (1) test the effectiveness of the materials used in the induction of good mood and (2) formulate hypotheses for the main study. Both the second pilot study and the main study have a quasi-experimental design.
In the main study, a total of 133 pupils, from Primary One and Primary Five served as subjects in the experiment. It was conducted in a primary school in the west zone of Singapore. Using the results from the second pilot study, three hypotheses were made for the main study. It was hypothesized that (1) after the induction of good mood, subjects are more willing to help than those in a neutral mood, (2) there is a significant difference between age and helping behaviour, such that the Primary Five subjects helped more than the Primary One subjects and (3) there is a significant difference between gender and helping behaviour, such that the male subjects helped more than the female subjects. The results from the main findings verified only the first and second hypotheses. The third hypothesis could not be verified.
In retrospect, a sense of civic-mindedness and social responsibility can be inculcated in primary school pupils through pastoral care and moral education lessons. This is to instill in our young charges the need to be helpful regardless of mood. In addition, teachers and parents can also instill a sense of community mindedness in our young and be their role models. With this sense of social responsibility, a sense of social grace can be cultivated as well.
Two pilot studies and a main study were conducted for this research. The aims of the first study are to (1) find out the type of low-cost but effective items that appeal most to children, so as to ensure that the materials used to induce good mood in children for the second pilot study were effective and (2) ensure that the correct substitution could be made. On the other hand, the aims of the second pilot study are to (1) test the effectiveness of the materials used in the induction of good mood and (2) formulate hypotheses for the main study. Both the second pilot study and the main study have a quasi-experimental design.
In the main study, a total of 133 pupils, from Primary One and Primary Five served as subjects in the experiment. It was conducted in a primary school in the west zone of Singapore. Using the results from the second pilot study, three hypotheses were made for the main study. It was hypothesized that (1) after the induction of good mood, subjects are more willing to help than those in a neutral mood, (2) there is a significant difference between age and helping behaviour, such that the Primary Five subjects helped more than the Primary One subjects and (3) there is a significant difference between gender and helping behaviour, such that the male subjects helped more than the female subjects. The results from the main findings verified only the first and second hypotheses. The third hypothesis could not be verified.
In retrospect, a sense of civic-mindedness and social responsibility can be inculcated in primary school pupils through pastoral care and moral education lessons. This is to instill in our young charges the need to be helpful regardless of mood. In addition, teachers and parents can also instill a sense of community mindedness in our young and be their role models. With this sense of social responsibility, a sense of social grace can be cultivated as well.
Date Issued
2001
Call Number
HQ783 Loh
Date Submitted
2001