11/27/2023 0 Comments Stay committed in giving contributionsThe inherent group-like nature of this giving is demonstrated by the fact that giving and having that giving recognized enhances one’s identification with the group ( Tyler, 1999 Tyler & Blader, 2003). Experimental studies demonstrate that even when social groups are involuntary and fleeting, such as in the minimal-group paradigm, members as young as five years of age willingly give resources and support to their groups ( Balliet, Wu, & De Dreu, 2014 Dunham, Baron, & Carey, 2011). These groups may be as small as three-four people, as large as a company or ethnoreligious group, and consist of known or unknown members ( Hogg, 2003, 2013). Yet, there is little disagreement that people possess a strong inclination to provide at least some resources or support to others.Ī different, but equally-established tradition of research demonstrates the tendency for people to voluntarily give time, energy, and resources to their social groups. Pointed arguments about whether this tendency has purely altruistic or selfish roots continue and people do keep substantial amounts for themselves even when giving to others ( Andreoni & Miller, 2003 Bardsley, 2008). Individual differences in the propensity to give also exist. Numerous variations of games such as the Dictator and Trust Games show that the complexities of social relationships – kinship, trust, cooperation, need – influence giving to others ( Engel, 2011 Levitt & List, 2007 Wynn, Bloom, Jordan, Marshall, & Sheskin, 2018). Children in the first few years of life will provide assistance to others ( Warneken, 2015 Warneken & Tomasello, 2006). Experimental games show that participants will donate an average of almost 30% of resources to others, even with no expected reciprocation or benefit to social reputation ( Engel, 2011). Two longstanding lines of scholarship demonstrate the striking predisposition of people to give as well as receive. A scientific and practical investment in contribution would synergize with other recent efforts to reframe thinking about the adolescent period, providing potential returns to the field as well as to the youth and their communities. The neural and biological foundations of the adolescent need to contribute, as well as the ways in which social environments meet that need, are discussed. Moreover, contribution can both promote and be a key element of traditionally-conceived fundamental needs of the adolescent period such as autonomy, identity, and intimacy. The need is particularly significant during the teenage years, when children’s social world expands and they become increasingly capable of making contributions of consequence. The need to contribute during adolescence, however, has been under-appreciated as compared to more individually-focused psychological or social developmental needs. Accumulating evidence suggests that contribution benefits the givers as well as the receivers. As an intensely social species, humans demonstrate the propensity to contribute to other individuals and groups by providing support, resources, or helping to achieve a shared goal.
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