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Abstract

The aim of this study was to determine the relationship between academic achievement and prosocial behaviour of secondary school students. It contributes facts about the prevalence of prosocial behaviour among students. Moreover, it inquiries about gender differences in terms of prosocial behaviour. A total of 150 students (Grade IX) of Dhaka city were engaged in collecting data through demographic, prosocial scale questionnaires and focus group discussions (FGDs). Students' academic achievements were assessed using their grade point average (GPA) of Junior School Certificate (JSC) and prosocial behaviour was assessed from students prosocial behaviour assessment scale (SPBAS). A mixed method research design was applied where qualitative and quantitative data collection and analysis were used simultaneously. The findings showed a higher prevalence of prosocial behaviour among students and girls exhibited higher prosocial behaviour than boys. Moreover, the correlation analysis indicates a weak relationship. The qualitative data findings showed that prosocial behavior skills like cooperative and collaborative learning can help for achieving high academic achievement. Students who put more time on study may have less social interaction but also can achieve high academic achievement. The implications of these findings unfold better understanding of the students' prosocial behaviour, engagement and academic achievement of the secondary schools of Bangladesh.

Prosocialidad en Preescolares: Estudio de Teorías Subjetivas de Profesoras de Educación Inicial

“…Este comportamiento positivo se relaciona con una menor violencia (Redondo, Rueda y Amado, 2013) y es generador de emociones positivas, resiliencia, calidad de vida y salud psicológica (Arias, 2015;Son y Padilla-Walker, 2019). Incluso en las escuelas se asocia con un mejor desempeño académico de los estudiantes (Inglés, Martínez-González y García-Fernández, 2013), aunque también se ha encontrado una correlación débil y negativa entre prosocialidad y rendimiento académico (Shirin, 2020).…”