Prosocial Approaches to School Climate Improvement

Cohen, Jonathan; Brown, Philip Marshall; Ward-Seidel, Allison Rae

doi:10.4324/9781003013778-28

Cited by 3 publications

(3 citation statements)

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“…In construct reliability, the minimum value set to indicate that the construct is acceptable is CR ≥ 0.7 and the minimum recommended AVE value is AVE ≥ 0.5 (Hair et al, 2011a) Statistical methods used to assess internal consistency reliability may include Cronbach's Alpha coefficient testing. Cronbach's alpha is the technique most often used by researchers and the only reliability index that can be calculated with one test (Cohen, 2012). Cronbach's alpha reliability coefficient ranges from 0 to 1, with values between 0.60 and 0.70 considered the minimum acceptable limit (Hair et al, 2011b).…”

Section: Resultsmentioning

confidence: 99%

Adaptation of Academic Self-Efficacy Measuring Tools using the Confirmatory Factor Analysis (CFA)

Safithry

2024

Suluh J Bimbingan Konseling

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Students with higher self-efficacy, are more self-confident, can set higher learning goals, and are better at problem solving, which may lead to better academic performance. This research aims to adapt and validate The Scale of Sources of Self-efficacy in Mathematics (SSSEM) in the context of Indonesian culture and language and test its reliability in high school students. The research sample consisted of 200 students from six high schools in the city of Palangkaraya. All items were analyzed using Confirmatory Factor Analysis (CFA). The research results show the construct validity of the instrument with the index criterion value 𝜒2 = 170.749 p = 0.97 or (p-value > 0.05) meaning there is a match between the data and the model, then the RMSEA value = .028 (≤ 0.09), CMIN/DF = 1.154 (≤ 2.00), GFI = 0.920, CFI = 0.994, TLI = 0.993 and AGFI = 0897 (≥ 0.90). The results of the reliability analysis show that the scale has an adequate level of reliability. Then the construct reliability has good reliability with coefficient values for each dimension of 0.89 0.88, 0.89 and 0.87. Cronbach's Alpha value is above 0.70. This adapted scale had a good fit with empirical data after several modifications. Therefore, the Indonesian version of the SSSEM can be used as a valid and reliable measuring tool to measure self-efficacy in high school students in Indonesia.

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Section: Resultsmentioning

confidence: 99%

Adaptation of Academic Self-Efficacy Measuring Tools using the Confirmatory Factor Analysis (CFA)

Safithry

2024

Suluh J Bimbingan Konseling

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“…Sustainable behavior protects the natural and human environment [57][58][59]. SBL emphasizes prosocial education, namely, a sense of care and responsibility towards others [60]. Prosocial education, whose broad scope encompasses social and emotional skills, knowledge, and dispositions, aims to empower students to actively engage in and contribute to a democratic, reciprocal, just, and sustainable society [61].…”

Section: Sbl As a Means To Achieve Sustainable Schoolsmentioning

confidence: 99%

Social-Based Learning and Leadership (SBL): Theory Development and a Qualitative Case Study

Vinokur,

Yomtovian,

Itzchakov

et al. 2023

Sustainability

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Social-based learning and leadership (SBL) is an innovative pedagogical approach that centers on enhancing relationships within the educational system to address 21st-century challenges. At its core, SBL aims to help teachers transform into social architects who nurture positive social processes among pupils. Emphasizing prosocial education, SBL lays the foundation for cultivating pro-environmentalism and sustainable behavior by fostering a sense of care and responsibility toward others. SBL’s prosocial education program encompasses social and emotional skills, knowledge, and dispositions to empower pupils to actively engage in and contribute to a more democratic, reciprocal, just, and sustainable society. This approach underscores the importance of education in shaping students’ mindsets and life orientations. By nurturing a sense of interconnectedness and responsibility for the well-being of others, SBL provides a promising avenue to transform education by building more sustainable educational systems, thus contributing to creating a more sustainable future. A qualitative case study, which consisted of 18 in-depth interviews and nine observations, examined the impact of an SBL-based teacher training program at an elementary school from 2020 to 2023. The results point to changes in teachers’ perceptions of their roles as social architects and, more specifically, as facilitators of social, emotional, and cognitive processes. The teachers gained recognition as meaningful adults from their students and transitioned to hold integral positions as part of a supportive and connected school community, associating with colleagues and parents. This study thus showcases patterns of socio-organizational communication that can unfold in a school influenced by the SBL approach. SBL’s emphasis on positive social relationships and empowering teachers as facilitators of holistic student development thus further reinforces its potential to transform education for a sustainable and thriving future.

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“…However, guilt proneness is a relatively new topic and hence, very little research has been conducted exploring facets of the topic. Guilt proneness can be described as a personality characteristic related to "a predisposition to experience negative feelings about personal wrongdoing, even when the wrongdoing is private" (Cohen et al, 2012), and it varies from person-to-person based on different variables including cultures, immediate surroundings, age, economic background, professions, etc. Although it is usually used in negative light and often labelled as 'uncomfortable and undesirable', guilt can act as a moral compass for us to align our behaviour with our ideologies and beliefs.…”

Section: Introductionmentioning

confidence: 99%

Guilt Proneness and Prosocial Behaviour Intentions across University Students: A Predictive Study

2023

IJFMR

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“A dispositional tendency to experience negative self-conscious emotions following transgressions or failures to live up to one's own or others' standards is termed as guilt proneness” (Tangney et al., 2007). Guilt is usually seen in negative light and often labelled as uncomfortable and guilt proneness is labelled undesirable, but a common motivation for individuals to engage in prosocial behaviours is to manage the guilt in their lives. The deliberate actions individuals engage in, to benefit others or society as a whole, sometimes even at a cost to themselves are termed as prosocial behaviour intentions. These actions can include acts of kindness, cooperation, volunteering, sharing, donating, and helping others in need (Eisenberg & Mussen, 1989). It was hypothesized that guilt proneness acts as a predictive factor for prosocial behaviour intentions in an individual. Guilt and Shame Proneness (GASP), developed by Cohen et al. (2011), and Prosocial Behavioural Intentions Scale (PBIS), developed by Baumsteiger & Siegel (2018) were used to measure guilt proneness and prosocial behaviour intentions, on a data set of 155 university students, and this study explored the relationship between these variables through simple linear regression and further, a fitted regression model was formulated. Inferential and descriptive statistical tests were used to study guilt proneness and prosocial behaviour intentions across various demographic variables. The findings of this study indicate that guilt proneness acts as significant predictor of prosocial behaviour intentions and there were statistically significant differences in the mean scores of guilt proneness across age groups and annual household incomes. These results are discussed along with limitations of the study and the scope for future research.

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Prosocial Approaches to School Climate Improvement

Cited by 3 publications

References 0 publications

Adaptation of Academic Self-Efficacy Measuring Tools using the Confirmatory Factor Analysis (CFA)

Adaptation of Academic Self-Efficacy Measuring Tools using the Confirmatory Factor Analysis (CFA)

Social-Based Learning and Leadership (SBL): Theory Development and a Qualitative Case Study

Guilt Proneness and Prosocial Behaviour Intentions across University Students: A Predictive Study

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