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Individual and sociodemographic factors associated to prosocial behaviors and academic performance in portuguese preschool and elementary school children: Highlights from a National Study After COVID-19
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Advisor(s)
Abstract(s)
Scientifc knowledge has long been showing the intrinsic link between health and
well-being with education highlighting the positive health impacts from improvements in education. The present study was developed with the main goal of analyzing the individual and sociodemographic predictors of prosocial behavior and
academic performance in preschool and elementary school children. Data on 3623
school aged children, 1853 girls and 1770 boys, aged between 5 and 11 years old
(M=7.25; SD=1.56) participating in the study “Psychological Health and Wellbeing | School Observatory” were analyzed. Prosocial behavior was measured by
the SDQ, and academic performance was assessed by the students’ classifcations
on diferent domains/subjects. The results of regression analyses showed that girls
with less emotional, hyperactivity, behavioral and peer problems had more prosocial
behaviors. Younger preschool children with more support from school social action
tier, less hyperactivity problems and more prosocial behavior presented better academic performance. Elementary school children with parents/caregivers with higher
educational attainment, more support from school social action tier, fewer hyperactivity and emotional symptoms and more prosocial and behavior problems presented better academic performance. We can conclude that gender and internalizing
and externalizing symptoms are related to prosocial behavior and that hyperactivity
problems and higher social action levels are related to a poorer academic performance. Future in depth studies will focus on the mechanisms of these relationships
to better inform strategies for the promotion of prosocial behavior and academic performance. This is an important message for parents, educators, and teachers as well
as for public policies in education, whenever pupils’ psychological well-being and
their academic growth is concerned.
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Description
Keywords
Prosocial behavior Academic performance Predictors Preschool Elementary school Children
Citation
Carvalho, M., Branquinho, C., Noronha, C., Moraes, B., de Matos, M. G., & Rodrigues, N. (2023). Individual and Sociodemographic Factors Associated to Prosocial Behaviors and Academic Performance in Portuguese Preschool and Elementary School Children: Highlights from a National Study After COVID-19. Child Indicators Research. https://doi.org/10.1007/s12187-023-10086-2