Prosocial Behavior Of Students Research Articles

Analysis of the Relationship of Parenting Parenting Patterns and Teacher Example with The Prosocial Behavior of Students

Analysis of the Relationship of Parenting Parenting Patterns and Teacher Example with The Prosocial Behavior of Students

Evaluating the relationship of empathic concern to college students’ responses to the COVID-19 pandemic

Objective: Empathic concern (EC) for others may be related to COVID-19 pandemic responses. Participants and methods: The purpose of this survey study was to examine differences in pandemic responses in 1,778 college students rated as low (LE) versus high (HE) on the EC subscale of the Interpersonal Reactivity Index. Results: HE participants reported greater concerns in numerous pandemic-related domains, including acquiring COVID-19; access to COVID-19 treatment; number of COVID-19 cases, hospitalizations, and deaths reported; staying employed; and being isolated for long periods of time. Generalized anxiety symptoms, depressive symptoms, and perceived stress scores were significantly higher for individuals in the HE group compared to the LE group. The HE group reported being significantly more adherent to health and safety recommendations than the LE group. Conclusions: Empathic concern for others is important for promoting college student prosocial behavior but is associated with anxiety and depression symptomatology during times of traumatic stress.

On the Prosocial Behavior of Students in Daily Life and Evaluation Analysis

Are students' prosocial behaviors developed in knowledge learning and skill teaching under the background of college education? Through the observation of prosocial behavior of students in daily life, this paper expounds the content and measures we should analyze as educators.

Teaching self‐management strategies to upper‐elementary students: Evidence of promise from the We Have Choices program

AbstractStudent behavior problems in general‐education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, such as paying attention, being ready to work, asking for help, participating in class, and completing homework, improve academic performance. Most interventions developed to address student behavior problems were not designed for general‐education students in typical classrooms. The purpose of this paper is to present preliminary results from a novel intervention developed to enhance behavioral self‐management skills among all upper‐elementary students in general‐education classrooms. We Have Choices, a universal intervention, was designed to increase students' capacity to make appropriate behavioral choices and decrease teachers' responsibility by transferring behavior management to students. An initial randomized controlled trial with 86 fourth‐ to sixth‐grade teachers and 2055 students suggested that We Have Choices was associated with improvements in student‐reported use of self‐management strategies, teacher‐reported student prosocial behavior, and teacher‐reported self‐efficacy in behavior management and instruction. Teachers gave the program high scores for social validity, suggesting a good fit for their classrooms.

Prosocial Behavior of Students Using Social Media

This research is motivated by the existence of prosocial behavior problems in students who use social media. This study aims to describe the prosocial behavior of students using social media at Muhammadiyah University of Sidoarjo quantitatively descriptively. The population in this study were all active students of Muhammadiyah University of Sidoarjo as many as 9943 people. The sample used is 335 people based on an error rate of 5% in the table developed by Isaac and Michael. The sampling technique used in this study is a convenience sampling technique. The data collection technique in this study used a psychological scale, namely the prosocial behavior scale in the form of a Likert scale. The result of the reliability test is 0.894. The results showed that the prosocial behavior of students using social media at Muhammadiyah University of Sidoarjo was mostly in the moderate category (64.2%) and less than half in the high category (20.3%) and in the low category (15.5%). This means that students who use social media are able to carry out prosocial behavior that can benefit and change the physical and psychological conditions of other individuals without having to get a direct benefit.

Developing Students’ Prosocial Behavior Through Collaborative Teamwork Teaching

Developing students’ prosocial behavior is a very important program in the living situation that increasingly complicated, individualistic, and hedonistic. It is important because prosocial behavior refers to voluntary actions that intended to help or benefit another individual or group of individuals. The present study was designed to examine the effectiveness of a collaborative teamwork teaching to develop the prosocial behavior of elementary school students. It was an experimental study with one group pretest-posttest design. The experiment was carried out in three elementary schools. They were Islamic Al-Azhar Elementary School (SD Islam Al-Azhar), State Elementary School 34 (SD Negeri 34), and Muhammadiyah Elementary School (SD Muhammadiyah) Pontianak. There were four aspects of the students’ prosocial behavior to develop. These aspects were sharing, helping, cooperating, and caring. The results of the study showed that the collaborative teamwork teaching was effective to develop the prosocial behavior of students in three elementary schools. All of the investigated aspects got improved. They were categorized “high”, except the aspect of caring. It was classified as “medium”.

The Effects of Contact With Nature During Outdoor Environmental Education on Students' Wellbeing, Connectedness to Nature and Pro-sociality.

Experiences of contact with nature in school education might be beneficial for promoting ecological lifestyles and the wellbeing of children, families, and teachers. Many theories and empirical evidence on restorative environments, as well as on the foundations of classical pedagogical approaches, recognize the value of the direct experience with natural elements, and the related psychological and educational outcomes (e.g., positive emotions, autonomy, self-efficacy, empathy). In this work we present two studies focusing on the contact with nature in outdoor education interventions with primary and secondary school students in Italy. A questionnaire measuring connectedness to nature, psycho-physical wellbeing, pro-environmental attitudes, students’ life satisfaction, pro-social behavior, empathy and anxiety was completed before and after the education program by the participants to the intervention group and by students of a control group. The students in the intervention groups (154 in study 1 and 170 in study 2) participated in environmental education programs consisting in guided activities in contact with the nature during four visits in one of two natural protected areas. The students in the control groups (253 in study 1 and 168 in study 2) attended the same schools as the intervention group but they were not involved in the environmental education program. The students in both the groups completed the questionnaire in the same weeks of the year. Findings show that taking part to the outdoor education program has positive outcomes on psycho-physical wellbeing, on connectedness to nature and on pro-social behavior of students in the intervention group, compared to the control group. The implications related to the effectiveness of outdoor education interventions and future directions of research and practice in environmental psychology and education are discussed.

Prosocial Behavior of Elementary School Students and Factors That Affect Them

This research has the aim of knowing the form of prosocial behavior of students and the factors that influence the prosocial behavior of elementary school students. This research uses a qualitative approach with case study methods. Participants or objects of this study are grade IV students and teachers (class guardians). Data collection techniques use observation, interviews, and documentation. Analyze the data in this study with data reduction, data presentation, and conclude. The validity of the data in this study uses triangulation. The results of this study show that the prosocial behavior that appears in class IV students in elementary school includes honesty, helping, sharing, generosity, and cooperating. The form of prosocial behavior in each student differs from factors such as 1) the stage of child development which includes physical skills, knowledge insights (cognitive), emotional and moral social 2) learning strategies used by teachers such as guidance and motivation, giving direct commands, providing examples of prosocial behavior in each school activity, through fairy tales or reading stories, songs or videos, and role-playing activities, and 3) environmental factors include the family environment, peer interaction, education system, and school culture.

Educational Contributions in Family and Participative Extracurricular on Students' Prosocial Behavior

This research was to describe the educational contribution in family and about being active while participating extracurricular on prosocial behavior of students in SMK Negeri 6 Padang. This research applied descriptive quantitative method. The population was 903 students in X and XI grade at SMK Negeri 6 Padang and 278 students as the sample were selected using proportional random sampling techniques. The instruments used was questionnaire. The data were analyzed with regression statistics, simple and double regressions. The data analysis was assisted using the SPSS 20.0 program. The study showed that: (1) the average of prosocial behavior was in the high category, (2) education in family was in the high category, there were 28% contribution of education in family to prosocial behavior, (3) the activity in participating extracurricular was in the high category, there were 16.2% contributions of activeness to participate in participative extracurricular on students’ prosocial behavior, (4) there were 31.5% contributions of both educational contribution in family and participative extracurricular on students’ prosocial behavior.

Perilaku Prososial Siswa SMP di Era Revolusi Industri 4.0 (Kolaborasi Guru Dan Konselor)

Industry Revolution 4.0 (IR-4) is a disrupted era characterized by a change in the old system with a new technology-based system in the form of IoT (Internet of Things). In the world of education the existence of a new system has an impact on changes in mindset, attitudes and behavior of students. Students who have a high dependence on technology tend to be indifferent to the environment. This results in a weak pattern of direct interaction between students and students' prosocial behavior. Prosocial behavior is an action that can provide benefits for both yourself and others in the social environment. This study aims to describe how prosocial behavior of students in the industrial revolution era 4.0 and collaborative efforts of teachers and counselors in improving students' prosocial behavior in schools. The method used in this study is descriptive qualitative. The subjects of this study were teachers and counselors who were selected according to predetermined criteria. Then the data analysis technique uses narrative techniques. The results showed that the prosocial behavior of students in the industrial revolution era 4.0 was decreasing, so that direction and guidance were needed from both teachers and counselors to restore the nature of individuals as social beings. To improve the prosocial behavior of students both teachers and counselors design various collaborative activities that are beneficial to the social life of students at school.

A model of intention to provide mental health first aid in college students

Background Psychologically distressed college students’ peers are often the first line of mental health support. Mental health first aid (MHFA) focuses on the quality of early intervention provided by peers to those in psychological distress but has neglected what motivates college students to provide MHFA. Aims The current study used the MHFA framework and bystander theory as a foundation to examine factors influencing college students’ intention to provide MHFA. Methods Participants were 778 U.S. college students from a larger group of college students (N = 29,765) from the 2015–2016 Healthy Minds Study archival dataset. Secondary data analysis using path analysis modeling was used to test for both direct and indirect effects. Results The specified path analysis model demonstrated exact fit to the data, χ2(67) = 82.359, p = 0.098. Personal stigma decreased MHFA intention, whereas both perceived MHFA efficacy and personal responsibility increased MHFA intention. Of note, perceiving campus climate as supportive of helping others indirectly increased MHFA intention. Conclusions The current study supports a theory-driven framework rooted in the MHFA and bystander theory literature that could facilitate targeted interventions aimed at improving mental health prevention via college student prosocial behavior.

동화를 활용한 세계시민교육 프로그램이 초등 저학년 통합학급 학생들의 세계시민의식과 친사회성 및 장애학생의 규칙 지키기에 미치는 영향

동화를 활용한 세계시민교육 프로그램이 초등 저학년 통합학급 학생들의 세계시민의식과 친사회성 및 장애학생의 규칙 지키기에 미치는 영향

Integrative emotion regulation predicts adolescents' prosocial behavior through the mediation of empathy

The ability to regulate emotion plays a key role in the development of prosocial behavior. This study uses the self-determination theory conceptualization of emotion regulation to explore whether children's emotion regulation styles differentially predict their prosocial behavior in class. For the study, 240 sixth and seventh grade Israeli students and their teachers responded to self-report measures. The results of structural equation modeling showed integrative emotion regulation predicts student prosocial behavior, both directly and through the mediation of empathy towards classmates. These findings suggest integrative emotion regulation can play an important role in promoting children's psychosocial adjustment in class.

Peningkatan Perilaku Prososial Siswa di Sekolah melalui Layanan Bimbingan Kelompok dengan Teknik Modeling

The low prosocial behavior of students can inhibit the developmental tasks of adolescent such as the inability of appreciating others and getting others’ respect. Group guidance can be used to improve students’ prosocial behavior. The aim of this study was to reveal the effectiveness of group guidance service with modeling techniques in improving students’ prosocial behavior. This quasi-experimental research with pretest and posttest control group design aims to find out whether group guidance services with modeling techniques can improve students' prosocial behavior or not. Two groups were selected by using purposive sampling. They were selected from Sekolah Menengah Pertama Islam Terpadu (SMPIT) Rabbi Radhiyya Curup Tengah and Madrasah Tsanawiyah Pesantren Muhammadiyah Curup Timur. Each group consisted of 10 students. There were five meetings of group guidance service for each experimental and control group. The data of prosocial behavior were collected by using pretest and posttest, then they were analyzed by using the Wilcoxon Signed Ranks Test and Kolmogorov-Smirnov Two Sample with SPSS version 16.00. The findings of this study were: (1) there was a significant difference between students’ pretest and posttest of prosocial behavior in the experimental group, (2) there was a significant difference between students’ pretest and posttest of prosocial behavior in the control group, (3) there was a significant difference between posttests of students’ prosocial behavior in the experimental and the control group. Based on those findings, it is concluded that the students’ prosocial behavior can be improved through group guidance with modeling techniques. Therefore, it is suggested for counseling teachers to do group guidance by using modeling techniques, especially in enhancing prosocial behavior and other social behaviors.

Contextualizing the “Behavior Gap”

Encouraging student prosocial behavior (PSB) is a challenge for urban middle schools. The issue of student behavior is a racialized one, as Black students generally evince more negative behavioral outcomes than their White peers. This racial “behavior gap” may be conditional on the school environment. This study examines how one element of the school environment—racial composition—affects PSB, drawing on a sample that includes approximately 2,000 Black students and 1,400 White students in 11 urban middle schools in the Southeastern United States. Results of multilevel regression models show that the effect of racial composition on PSB is different for students of different races. As the proportion of Black students in a grade cohort increases, the gap in PSB between Black and White students shrinks and becomes insignificant. The closing of the gap is driven mostly by the declining PSB of White students, while Black students’ PSB stays constant. Implications for school practice are discussed.

A Regression Analysis Regarding the Explicative Factors of School Prosocial Behavior of Romanian Students of 9-10

A number of 75 students of 9-10 from urban and rural area participated in this study in order to confirm the hypothesis according to which the prosocial behavior of the students in relation to their peers is influenced by their prosocial behavior in relation to their siblings at home when the following variables are maintained on a constant rate: background, gender related features, empathy, interpersonal perception (on three directions - merciful and understanding, good friend, smart). The method utilized in data analysis is the explicative hierarchic regression; we try to analyze the factors with a significant influence on the students’ prosocial behavior in school. The results obtained allow us to conclude that the rate and the frequency of manifestation of students’ prosocial behavior in school is higher for the groups that display close friendship relationships (ß=.657), for the rural students (ß=-.346), for female predominant groups (ß=.242) and for the groups that have a high prosocial behavior at home (ß=.262). The data supports the idea that besides the demographic variables or the nature of relationships between students, a significant influence on school prosocial behavior is determined by students’ home prosocial behavior in relation to their siblings.

Programação de contingências reforçadoras no fortalecimento de repertórios pró-sociais no contexto escolar.

O presente estudo investigou o efeito de contingências reforçadoras sobre o aumento de comportamentos pró-sociais dos alunos no contexto escolar. O Behaviorismo Radical dispõe de um arsenal poderoso para contribuir na melhoria da Educação. Destaca-se o princípio do reforçamento positivo. Vinte alunos, três professores/monitores e a coordenadora participaram desse estudo nas seguintes condições experimentais: Linha de Base e Intervenção - exposição de princípios derivados da Análise do Comportamento aos professores/monitores, coordenadora e realização de atividades destacando comportamentos pró-sociais com os alunos. Os resultados indicaram redução na freqüência de comportamentos anti-sociais, aumento na freqüência de comportamentos pró-sociais, maior participação dos alunos nas atividades programadas pela instituição e redução na freqüência do uso do controle aversivo pelos professores/monitores, sustentando que as contingências reforçadoras foram eficazes no fortalecimento de comportamentos pró-sociais.

Conducta prosocial de los estudiantes hacia la discapacidad y relación con la inteligencia emocional

This study identifies the relationship between EI and prosocial behavior of students toward their peers with disabilities. Trait Meta-Mood Scale-24 (TMMS-24) and Prosocialness Scale for Adults [PSA] were administered to 327 university students. Cluster analyses allowed identifying four different EI profiles. Also, the Groups with high general EI and high scores in emotional regulation obtained higher scores in prosocial behavior domains than the other groups. Results suggest the need of going in depth on EI knowledge and the relationship with prosocial behavior to design programs that foster prosocial behaviors toward students with disabilities.

Student prosocial behavior and academic achievement

The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful learning and work. Also, correlation is interpreted by means of teacher?s preferences of prosocial students, which is reflected in teacher expectations and behavior towards students but in evaluating their work too. In addition, prosocial behavior may produce direct effects, for it is through peer prosocial interactions that positive intellectual exchange is performed, which contributes to more successful mastering of teaching content. The paper provides a survey of investigations whose results indicate that there exists correlation between student prosocial behavior and academic achievement. Also, consideration is given to possible methods and treatments for encouraging prosocial behavior in school context, especially the role of teacher in the process and the importance of the program for promoting student prosocial skills.

Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement.

Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement.