The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, antecedents consisted of risk and protective factors from both individual (i.e., ego-resilient personality, behavior problems, intelligence, academic performance, gender, and ethnicity) and contextual domains (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher–child warmth and conflict, and peer acceptance and rejection). We identified four distinct prosocial trajectories including a high-stable (52.5%), high-desisting (15%), moderate-increasing (20.6%), and low-stable class (11.9%). Results revealed that the low-stable, high-desisting, and moderate-increasing classes were associated with lower ego resiliency, higher behavior problems, lower teacher–child warmth, higher teacher–child conflict, and peer rejection in early childhood, compared to the high-stable group. Boys and African Americans were more likely to be in the low-stable, high-desisting, and moderate-increasing classes. Individual characteristics such as ego-resilient personality and contextual influences such as teacher–child warmth served as common protective antecedents. Interestingly, teacher–child conflict served as a unique predictor for the high-desisting class, and behavior problems and peer rejection served as unique predictors for the low-stable class.

当前的研究调查了784名面临早期风险和脆弱性的儿童的样本中，从1年级到12年级的校本亲社会行为发展的异质性，以及多个早期儿童前因在预测亲社会行为的异质发展轨迹中的作用。低收入家庭和有学历的风险； 52.6％的男性）。与风险和适应力框架保持一致，先例包括来自个人（即具有自我弹性的人格，行为问题，智力，学业表现，性别和种族）和上下文范围（即孕产妇的支持和反应能力）的风险和保护因素，家庭社会经济逆境，师生间的温暖和冲突以及同伴的接受和拒绝）。我们确定了四种不同的亲社会轨迹，包括高稳定（52.5％），高抵抗（15％），中等增长（20.6％）和低稳定阶层（11.9％）。结果显示，与儿童相比，低稳定，高需求和中等增长的班级与较低的自我弹性，较高的行为问题，较低的师生热情，较高的师生冲突和同龄人排斥有关。高稳定群体。男孩和非裔美国人更有可能处于低稳定，高压力和中等增长的阶层。自我适应性强的个性等个性特征以及师生间的温暖等情境影响是常见的保护性前提。有趣的是，师生之间的冲突是高需求班级的独特预测因素，