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Psychometric Properties and Development of the Brief Adolescent Prosocial Perception Scales (BAPPS)

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Abstract

Prosociality represents an important aspect of social functioning in adolescents and is related to the risk of psychological problems. The current paper describes the development and psychometric testing of two new short-form versions of prosocial perceptions named the Brief Adolescent Prosocial Perceptions Scale Self- (BAPPS-S) and Parent-report (BAPPS-P). Parent and child dyads (N = 3,976; 89 % White; aged 11–17 years) took part in a large cross-sectional survey. The BAPPS were completed alongside other measures of prosociality, social support and emotional and behavioural problems. Exploratory (n = 1,988) and confirmatory (n = 1,988) factor analysis supported a single factor solution that is related to, although separate from, conduct disorders. The scales showed good internal consistency and concurrent validity. Moreover, the BAPPS demonstrated incremental validity by accounting for significant variance in clinical outcome measures over and above that explained by existing measures of prosociality. The study demonstrated that the BAPPS have good initial psychometric properties. Potential clinical uses are discussed, including providing valuable information on young people’s strengths and resiliencies that can inform clinical formulation and intervention.

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Acknowledgments

The data used in this paper were from the “mental health of children and young people in Great Britain, 2004” survey, commissioned by the department of health and the Scottish executive health department and undertaken by the Office of National Statistics. Data from this survey have been made available for research via the UK data archive (www.data-archive.ac.uk). These data have received crown copyright. The UK data archive, data commissioners, creators, depositors and copyright holders bear no responsibility for the analysis or interpretation of the data in the current study. Thanks go to Dr. Hannah Taylor, Dr. Zoe Tsivou and Dr. Wendy MacDonald for their assistance in this manuscript.

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Authors and Affiliations

  1. School of Psychological Sciences, University of Manchester, Manchester, M13 9PL, England, UK

    Peter J. Taylor

  2. Stirling Management School, University of Stirling, Stirling, FK9 4LA, Scotland, UK

    Alex M. Wood

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Correspondence to Peter J. Taylor.

Appendices

Appendix 1: Initial BAPPS Item Set

BAPPS-S

BAPPS-P

Caring/kind hearted

Reliable and responsible

Nice personality

Well behaved

Generous

Keen to learn

Well behaved

Grateful/appreciative

Polite

Good at school work

Good at school work

Interested in many thingsa

Reliable and responsible

Polite

Raising money for charity/helping others

Caring/kind hearted

Good with friends

Gets on well with rest of family

Good fun/good sense of humour

Good fun/good sense of humour

Easy-going

Likes family activities

Out-going/sociable

Easy-going

Helpful at home

Affectionate

Good at musica

Does homework without needing to be reminded

Good at drama/actinga

Good with friends

Independent

Generous

Good at art/making thingsa

Independent

Good with computersa

Bounces back quickly after set-backsa

Good at sporta

Takes care of appearancea

Helps around the home

Creative activities: art, acting, music, making thingsa

Keeps his/her bedroom tidy

Livelya

Good at sporta

  1. aItems excluded by judges from analysis

Appendix 2: Definition of Prosociality

Prosociality can be generally understood as a positive orientation towards ones social context. Prosociality involves a number of facets, representing dispositions towards particular patterns of behaviour. These include the following:

  1. a.

    Behaviours involving helping, caring for, sharing with or supporting others.

  2. b.

    Affiliative behaviours demonstrating interpersonal warmth, social co-operation or inclusiveness. These may include adopting a pleasant, warm or friendly demeanour, or adopting a supportive style of interaction with others.

  3. c.

    In some ways, prosocial behaviour can be seen as the opposite of anti-social behaviour. Anti-social behaviour can involve acts that are not directed at a specific individual, but jar against societal norms and values, for example, the young person who is untidy and disorganized, or uninterested and disruptive at school. Therefore, a further facet of prosocial behaviour may involve a consistency with ‘prosocial expectations’. This involves the extent to which young people meet the expectations and norms that are set by their parents, caregivers or other authority figures (e.g., teachers).

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Taylor, P.J., Wood, A.M. Psychometric Properties and Development of the Brief Adolescent Prosocial Perception Scales (BAPPS). J Child Fam Stud 23, 1417–1429 (2014). https://doi.org/10.1007/s10826-013-9798-y

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