PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SPANISH STUDENTS OF COMPULSORY SECONDARY EDUCATION.

Abstract

This study analyzed the prevelence of the prosocial behaviour and its relationship with two indexes of academic achievement, school records and repeating a school year, in a sample of 2022 Spanish students (51.1% boys) of compulsory secondary education. The prosocial behav-iour was measured with the Prosocial Behaviour scale of the Teenage Inventory of Social Skills (TISS). Results revealed that the proportion of prosocial students was 17.35%. The prosocial behaviour was significant and moder-ately more prevalent in girls than boys, finding a significant increase in grades 9 and 10 (d < .20). The proportion of prosocial students with all the approved subjects was significantly higher that the reported for the no-prosocial students group (d = .10). Likewise, the percentage of proso-cial students that repeat a school year was significantly smaller that the percentage found in the group of prosocial students that not repeat a school year (d = 2.43). Logistic regression analysis revealed that the proso-cial behaviour was a positive and statistically significant predictor of the academic success (OR = 1.01; 95% CI = 1.01-1.02), being the academic success, in turn, a positive and statistically significant predictor of the prosocial behaviour (OR = 1.44; 95% CI = 1.11-1.87).