Prosocial behavior and academic self-attributions in Secondary Education

  • Jesús Redondo 1Facultad de Psicología. Universidad Pontificia Bolivariana de Bucaramanga, Colombia
  • Cándido J. Inglés 2Dpto. de Psicología de la Salud. Universidad Miguel Hernández de Elche, España
  • Jose M. García-Fernández 3Dpto. de Psicología Evolutiva y Didáctica. Universidad de Alicante, España
Keywords: Prosocial behaviour, academic self-attributions, secondary education.

Abstract

This 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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Author Biographies

Jesús Redondo, 1Facultad de Psicología. Universidad Pontificia Bolivariana de Bucaramanga, Colombia
Jesús Redondo Pacheco
PhD.
Coordinador de la Maestría en Psicología
Universidad Pontificia Bolivariana.
Cándido J. Inglés, 2Dpto. de Psicología de la Salud. Universidad Miguel Hernández de Elche, España
Cándido J. Inglés. Área de Psicología Evolutiva y de la Educación. Dpto. de Psicología
de la Salud. Universidad Miguel Hernández de Elche
Jose M. García-Fernández, 3Dpto. de Psicología Evolutiva y Didáctica. Universidad de Alicante, España

Departamento de psicologia evolutiva y didáctica

Universidad de Alicante

Published
07-04-2014
How to Cite
Redondo, J., Inglés, C. J., & García-Fernández, J. M. (2014). Prosocial behavior and academic self-attributions in Secondary Education. Anales De Psicología / Annals of Psychology, 30(2), 482-489. https://doi.org/10.6018/analesps.30.2.148331
Section
Developmental and Educational Psychology