Abstract
One of the most analyzed variables in educational research is prosocial behavior, given its relevance and its application in favor of a culture of peace, the construction of solid democratic societies and the development of social justice. For this reason, it is necessary to extend the knowledge of predictors of prosocial behavior so that they can be transferred to teaching practice. The research reported here was carried out using a quantitative methodology through a survey, based on data collection instruments, whose data were treated statistically by means of descriptive, correlational and predictive analyses. The results obtained suggest that emotional intelligence has a strong predictive capacity for prosocial behavior while executive functions show a mild-moderate predictive behavior. In the conclusions and discussion, we provide a series of arguments on some of the results obtained in contrast with previous literature, as well as incorporating limitations of the study and prospects for future research.
Highlights
One of the issues of greatest concern in the field of educational research is prosocial behavior (PSB), partly as a consequence of the need to develop from teaching practice the internalization of values that enable a culture of peace and the construction of solid democratic societies
Given the enormous importance of neurosciences for its applications in different areas of life, two neuropsychological variables that have been investigated for their possible predictive ability on the educational variable of PSB, according to previous literature, are emotional intelligence (EI) and executive function of the brain (EF)
We describe the position of the sample regarding the different variables that were part of the study, that is, the sociodemographic variables of sex and age, PSB and those neuropsychological variables of EF and IE that were part of the predictive study
Summary
One of the issues of greatest concern in the field of educational research is prosocial behavior (PSB), partly as a consequence of the need to develop from teaching practice the internalization of values that enable a culture of peace and the construction of solid democratic societies. In this line, international institutions such as UNESCO emphasize the importance of education contributing to the development and promotion of learning values, attitudes and behaviors [1] necessary for coexistence and mutual respect. This is the case with EI, which has been shown to be a construct involved in a multitude of processes [6]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
