We investigate how daily family assistance predicts prosocial behaviors toward friends and positive academic behavior. Adolescents (N = 375, 57% girls, M_age = 14.57) completed diary checklists for 14 days, reporting whether they provided instrumental assistance or emotional support to family and friends, and their positive academic behaviors (e.g., studied). When adolescents provided emotional support to family, they were more likely to provide instrumental support to friends the next day. When adolescents provided emotional support to family, they were more likely to also provide emotional support to friends the next day, and vice versa (a bidirectional association). When adolescents provided instrumental support to the family, they were more likely to have at least one positive academic experience the next day.

中文翻译：

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家庭援助溢出到对朋友的亲社会行为和积极的学术行为

我们调查日常家庭援助如何预测对朋友的亲社会行为和积极的学业行为。青少年 ( N  = 375, 57% 女孩, M_年龄 = 14.57) 完成 14 天的日记清单，报告他们是否向家人和朋友提供了工具性帮助或情感支持，以及他们积极的学业行为（例如，学习）。当青少年向家人提供情感支持时，他们更有可能在第二天向朋友提供工具性支持。当青少年向家人提供情感支持时，他们第二天更有可能向朋友提供情感支持，反之亦然（双向关联）。当青少年为家庭提供工具性支持时，他们更有可能在第二天获得至少一次积极的学业经历。