Abstract
The predictive value of pro-social behavior on children's psycho-social and civic development has been well documented by previous literature. But in Chinese schools children's pro-social development is still undervalued. This study was designed to investigate the potential benefits of pro-social behavior on Chinese children's academic achievement. With 456 primary school students as participants, we examined the value of pro-social behavior on children's academic outcomes and the mediating mechanism. Data was obtained from various sources (self-report, peer-rating, peer nomination, and cognitive tests). The results showed that Chinese children's pro-social behavior, regardless of self-reported or peer-rated, positively predicted their academic achievement, and peer acceptance played a mediating role in the pathway. These findings highlighted the importance of children's pro-social behavior in building positive relationships with peers and facilitating academic achievement. Chinese educators are suggested to put more weight on cultivating children's pro-social behavior that is beneficial for children's psychological and social well-being.
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