Educators and parents alike have high expectations that adolescents behave prosocially and, within the context of schools, this is evident in curriculum grounded in social and emotional learning and in kindness-themed school-wide initiatives. Despite this emphasis on kindness, relatively little is empirically known about how adolescents enact kindness. To understand just how adolescents demonstrate kindness, a study of 191 ninth graders was conducted in which students were asked to plan and complete five kind acts. In addition to planning and doing acts of kindness, participants were asked to rate their face-to-face and online kindness, report the number of kind acts they completed, identify the recipients of their acts, and assess the quality of their kind acts. At post-test, participants’ self-ratings of both face-to-face and online kindness were significantly higher than their pre-test ratings. Only one third of participants completed all of their kind acts, most participants chose familiar others as the recipients of their kindness, and the bulk of participants rated their acts of kindness as medium quality on a low–medium–high scale. The kind acts done by participants reflected the themes of helping with chores, being respectful, complimenting/encouraging others, and giving objects or money. Implications for educators and parents are discussed.

中文翻译：

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比我们可能认为的更亲切的方式：青少年是怎样的善良

教育工作者和父母都对青少年的行为抱有很高的期望，在学校的背景下，这一点在以社交和情感学习为基础的课程中，以及在全校范围内以善良为主题的举措中都可以明显看出。尽管强调仁慈，但根据经验，关于青少年如何表现仁慈知之甚少。为了了解青少年如何表现出友善，对191名九年级学生进行了一项研究，要求学生计划并完成五种行为。除了计划和执行善意行为外，还要求参与者对他们的面对面和在线善意进行评分，报告他们完成的善意行为的数量，确定其行为的接受者，并评估其善意行为的质量。在测试后，参与者对面对面和在线友善的自我评价均明显高于其测试前的评价。只有三分之一的参与者完成了所有的善举，大多数参与者选择了熟悉的其他人作为他们的善良接受者，并且大多数参与者将他们的善良行为评为中低等高品质。参与者的善举反映了帮助家务，受到尊重，称赞/鼓励他人以及捐赠物品或金钱的主题。讨论了对教育者和父母的影响。大部分参与者将他们的好意行为评为中低档。参与者的善举反映了帮助家务，受到尊重，称赞/鼓励他人以及捐赠物品或金钱的主题。讨论了对教育者和父母的影响。大部分参与者将他们的好意行为评为中低档。参与者的善举反映了帮助家务，受到尊重，称赞/鼓励他人以及捐赠物品或金钱的主题。讨论了对教育者和父母的影响。