Prosocial behavior and academic self-attributions in Secondary Education
AbstractThis study presents the findings of the relationship between prosocial behavior and academic self-attributions in language and math in a sample of 2022 students in secondary education among 12 to 16 year olds. Teenagers were randomly selected from 20 urban and rural schools in the provinces of Alicante and Murcia, Spain. Prosocial behavior was coded with the Teenage Inventory of Social Skills and academic self-attributions was measured by the Sydney Attribution Scale, SAS (Marsh, 1984). 17.35% of the students from ESO were identified as prosocial. Boys from second grade and girls from fourth grade had the lowest and highest prevalence of prosocial behavior, respectively. Regarding the subject of language, students prosocial significantly attributed the success to ability, effort, and to a lesser extent, to external causes. As for the mathematics, the students attributed the success prosocial significantly more effort and significantly less to external causes, whereas significantly more failure attributed to lack of effort. Furthermore, data have created a logistic regression model that allows for accurate estimates about the likelihood of academic success in math, language and all subjects passed at ESO prosocial from scores on academic responsibilities.
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