The Effect of Various Reward Situations on Children's Helping Behaviour

Abstract The present study examines the differential effect of three reward situations on children's helping behaviour. Ninety‐six boys front kindergarten and second grade were put in one of four experimental conditions: (a) a tangible reward was promised for helping; (b) a social reward was promised for helping; (c) undefined reward was mentioned and (d) no reward was offered. The results indicated that more second‐grade than kindergarten children helped and that the more concrete and tangible the reward offered, the more children helped. These results are discussed in the framework of the development of helping behaviour.