ALICE Project is a initiative founded by Erasmus Programme with the aim to promote Prosocial Relationship in the European Schools for preventing and fighting rachism and xenofobia and sexism (know more clicking here..)

Dear School manager, teachers, school staff and students 

With the term Prosociality we intend to mean and making reference to a way to act on behalf of others. The term “prosocial” is applied to any behavior that is intended to benefit another (see the classical definition of Eisenberg, 1986 quoted also by Dunfield 2015).

Observations conform that the acquisition of personal cognitive skills influences the future prosocial behavior. Identifying universal milestones in the development of prosocial behavior, and then identifying the underlying social cognitive correlates can help us for defining also the future impact of the personal behaviors.

The questionnaire we are proposing will help the scientific community and the schools in all European Countries to create a didactical tool for supporting at the educative level, the policies and the measures and initiatives the single schools can take for developing the prosocial approach and the soft skills of the students in order to increase the level of mutual cooperation and fight the xenophobic, sexist and racist behaviors.

 The questionnaire is completely anonymous and the data will be collected and interpreted by a scientific committee.

The participating school will be informed by the Steering committee of the Alice project about the results.

How the questionnaire works  

 The questionnaire will be based on three pillar of the prosociality  : helping, sharing and comforting. These different subtypes reflect responses to three distinct negative states a) instrumental need, b) unmet material desire, and c) emotional distress. The prosocial behavior (for all subtypes) is related with three cognitive processes:

  • representing the problem
  • representing the solution
  • motivation 


Instrumental need

Unmet material desire

Emotional distress

Representing the problem

recognize goal directed behavior

recognize unequal access to resources

recognize negative emotional states

Representing the solution

correct unintended outcomes

distribute resources equally

alleviated negative emotional states



motivation to see the negative state alleviated

motivation to see the negative state alleviated

motivation to see the negative state alleviated





Every scenario proposed for our questionnaire is made to represent a specific problem (in term of instrumental need, unequal access to resources or emotional distress) and to control some specific variables as rules, reputations and relations (Simpson, & Willer, 2015). The set of answers are made to measure the representation of problem (3 sentences), the representation of solution (4 sentences) and the motivation to solve the problem (3 sentences).