Prosocial Influences in the Classroom

Abstract

Instigation, development, and maintenance of prosocial norms and behavior are important aspects of classroom management and student learning. Prosocial norms and behavior commonly refer to concern for the needs, interests, and welfare of others. The intensity and extension of concern can range from a casual positive regard for relatives and friends to an unconditional devotion to all human beings, though it is usually the other way around. Many theorists and researchers include the notion of a mediating altruistic intention to help others in their definitions of prosocial behavior. Other experts restrict themselves to observable behaviors and consequences and are content with pursuing an understanding of how prosocial conduct appears and changes. At present, no theory encompasses the many findings about prosocial behavior. However, many variables have been studied that can be implemented in classroom procedures with caution and applied research. These variables provide for the instigation of cohesive classroom group norms, ideally with school and community sanctions, which encourage educationally relevant cooperative behavior. Most important among such variables are nurturant teacher and student models who reinforce, expect, advocate, and even preach developmentally appropriate high standards for both learning and prosocial behavior. Learning is accepted as the legitimate outcome of individual and group efforts to achieve, and prosocial behavior is understood to involve strong empathic reasons for helping and accepting responsibility for others in need. The focus of the curriculum, therefore, becomes the academic, personal, and social needs of the teacher, individual students, and the classroom group as a whole. Educational research consistently supports positive outcomes for such a curriculum. Walberg and Anderson (1968) and Schmuck and Schmuck (1988) have demonstrated that interest in an academic task, mutual liking, and shared prestige produce better school performance and cohesive classroom groups as well as students who like school. Low-achieving students in noncohesive classroom groups receive little social acceptance, are aware of their low social status, and are most likely to drop out of school early (Stevens 1971; Oakes 1985).