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<p>In recent decades, children’s rule-breaking and prosocial behaviors have been objects of intense research. Previous studies have shown that common mechanisms such as empathy and impulsivity influence their emergence. However, less is known about the influence of different dimensions of such constructs in explaining prosocial and rulebreaking behaviors. Therefore, using a sample of Portuguese elementary school children (n = 202) aged between 6 and 11 years and following a multi-method and multi-informant approach, the current study sought to analyze the influence of cognitive and affective empathy, low inhibitory control, and inattention (as dimensions of impulsivity) in the explanation of children’s prosocial and rule-breaking behaviors. The results revealed that low inhibitory control positively predicted rule-breaking behaviors, while cognitive empathy negatively influenced these behaviors, but only according to teachers. Based on parent reports, the results revealed that cognitive and affective empathy positively influenced prosocial behaviors. Implications for theory and practice are discussed.</p>

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Crosstalk Between Empathy and Impulsivity in Explaining Children’s Rule-Breaking and Prosocial Behaviors: Results from a Study with Elementary-School Children

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月13日

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  • Gilda Santos,
  • Margarida Santos,
  • Teresa Figueira,
  • Carla S. Cardoso

摘要

In recent decades, children’s rule-breaking and prosocial behaviors have been objects of intense research. Previous studies have shown that common mechanisms such as empathy and impulsivity influence their emergence. However, less is known about the influence of different dimensions of such constructs in explaining prosocial and rulebreaking behaviors. Therefore, using a sample of Portuguese elementary school children (n = 202) aged between 6 and 11 years and following a multi-method and multi-informant approach, the current study sought to analyze the influence of cognitive and affective empathy, low inhibitory control, and inattention (as dimensions of impulsivity) in the explanation of children’s prosocial and rule-breaking behaviors. The results revealed that low inhibitory control positively predicted rule-breaking behaviors, while cognitive empathy negatively influenced these behaviors, but only according to teachers. Based on parent reports, the results revealed that cognitive and affective empathy positively influenced prosocial behaviors. Implications for theory and practice are discussed.