This study investigated the links between reflection, sympathy, and reparative behavior in an ethnically diverse sample of 4-, 6- and 8-year-old children from Canada (N = 752). Primary caregivers responded to questionnaires assessing their children's reflection, sympathy, and reparative behaviors. The links between these variables were examined using structural equation modeling. In accordance with our hypotheses, children's reflection and sympathy were both related to reparation. We did not, however, find any interaction between reflection and sympathy in relation to reparation. These findings suggest that the pathways to reparative behavior through reflection (a cognitive capacity) and sympathy (an affective capacity) are independent. We discuss these findings in relation to the differential roles of cognitive and affective processes in promoting reparative behavior.
Keywords: child development; prosocial behavior; reflection; reparations; sympathy.