Adolescents' Prosocial Behavior Predicts Good Grades Beyond Intelligence and Personality Traits

Gerbino, María; Zuffianò, Antonio; Eisenberg, Nancy; Castellani, Valeria; Kanacri, Bernadette Paula Luengo; Pastorelli, Concetta; Caprara, Gian Vittorio

doi:10.1111/jopy.12309

Cited by 77 publications

(54 citation statements)

References 77 publications

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“…Adams et al ( 1999 ) found that after accounting for hyperactivity, conduct problems, and emotional problems, neither peer problems nor prosocial behavior related to math achievement test results; however, prosocial behavior remained related to reading achievement test results. This contrasts with Gerbino et al ( 2018 ) results which indicated that prosocial behavior remains a significant correlate of overall grades after accounting for multiple other factors.…”

Section: Introductioncontrasting

confidence: 90%

“…Wentzel ( 1993 , 1998 ) has repeatedly found a strong link between prosocial behavior and academic achievement. More recently, Gerbino et al ( 2018 ) analyzed data from an Italian large-scale assessment. They demonstrated that prosocial behavior remained a significant predictor of grades even after accounting for other variables such as personality factors and IQ.…”

Section: Introductionmentioning

confidence: 99%

“…One factor that could help explain such discrepancies is the use of grades vs. achievement tests to measure academic achievement. For instance, many educators include behavior measures in their grading (Cross and Frary, 1999 ), and grades have been shown to reflect numerous personality factors in addition to academic competence (Borghans et al, 2011 ; Andrei et al, 2015 ; Lechner et al, 2017 ; Gerbino et al, 2018 ). For example, Lockl et al ( 2017 ) found that theory of mind in kindergarten predicted grades in grade 1 and 2, but they did not examine any connection to achievement test scores.…”

Section: Introductionmentioning

confidence: 99%

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How Does Social Behavior Relate to Both Grades and Achievement Scores?

2018

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Prosocial behavior and peer problems are an important correlate of academic development; however, these effects vary by achievement measures and social behaviors. In this paper, we examined data from the German National Education Panel Study (NEPS), and we use structural equation modeling (SEM) to model the effects of prosocial behavior and peer problems on grades and competencies for both math (n = 3,310) and reading (n = 3,308) in grades 5 and 7. Our models account for the moderating effect of both gender and socioeconomic status (SES) as determined by parental education. We conclude that social behaviors relate to grades more strongly than competencies, that peer problems relate more strongly to achievement than prosocial behavior, and that the relationship is weaker in later grades. We discuss the implication that grades and achievement tests are not interchangeable measures for educators and researchers.

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Section: Introductioncontrasting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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How Does Social Behavior Relate to Both Grades and Achievement Scores?

2018

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“…As outlined above, most research on youth callousness has focused on delinquency, with scant examination of wider health or functional outcomes. On the other hand, low prosocial behavior, as well as being associated with externalizing behaviors (Flynn et al 2015;Nantel-Vivier et al 2014), has also been linked to poor socio-emotional adjustment, including academic underachievement (Caprara et al 2000;Gerbino et al 2017). Of note, persistently high levels of CP predict greater mental and physical health difficulties in adulthood, along with worse education and employment outcomes (Fergusson et al 2005;Moffitt et al 2002;Odgers et al 2007).…”

mentioning

confidence: 99%

Health and Functional Outcomes for Shared and Unique Variances of Interpersonal Callousness and Low Prosocial Behavior

Meehan

Maughan

Barker

2019

J Psychopathol Behav Assess

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Previous factor-analytic studies identify significant comorbidity between interpersonal-callous (IC) traits and low prosocial behavior (LPB), which, in turn, is associated with high levels of childhood risk exposure and psychopathology. Longitudinal associations between IC, LPB, or their combination, and early-adult health and social functioning have not been investigated, however. Extending a previously-identified bifactor model within a prospective birth cohort, this study applied latent path analysis to test direct and indirect pathways (via adolescent delinquency, substance use, and physical activity) between these general and specific factors (age 13) and (i) emotional problems (age 18), (ii) physical health problems (age 18), and (iii) classification as 'not in education, employment, or training' (NEET; age 20). All models controlled for childhood adversity and IQ. Bifactor-specific estimates indicated that the residual IC factor did not reliably denote unique variance over and above a general factor (IC/LPB). IC/LPB itself was directly associated with NEET classification, while the residual LPB factor was associated with better emotional and physical health. IC/LPB also indirectly associated with emotional problems via greater adolescent delinquency, and with physical health problems via lower physical activity. In contrast, residual LPB variance was either non-significantly or negatively related to these adolescent domains. Findings indicate that the shared variance underlying IC and LPB confers an increased risk for poor health and functional outcomes in emerging adulthood, and highlight delinquency and physical inactivity as potential adolescent treatment targets that may mitigate the risk for health difficulties at high levels of this IC/LPB construct.

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“…Associations between EF and prosocial behavior are likely to provide another pathway by which EF can promote school readiness, in that prosocial behavior has been identified as an important predictor of academic achievement (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000;Gerbino et al, 2017). Different reasons could explain why prosocial children do better in school: greater acceptance from peers that contributes to children's inclusion in group-based learning experiences, greater reciprocal support from peers for solving problems, or teachers' preferences for prosocial children producing higher-quality individualized instruction (Palermo, Hanish, Martin, Fabes, & Reiser, 2007;Wentzel, 1993).…”

mentioning

confidence: 99%

From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness

2018

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This study aimed to test a four‐wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.

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Adolescents' Prosocial Behavior Predicts Good Grades Beyond Intelligence and Personality Traits

Abstract: Findings supported the view of PB as a strength and a key resource for adolescents' academic attainment.

Cited by 77 publications

References 77 publications

How Does Social Behavior Relate to Both Grades and Achievement Scores?

How Does Social Behavior Relate to Both Grades and Achievement Scores?

Health and Functional Outcomes for Shared and Unique Variances of Interpersonal Callousness and Low Prosocial Behavior

From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness

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