Prosocial Behavior and School Performance in the Transition to Adolescence: A Multicultural Study.

IF 1.5 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science Pub Date : 2025-05-31 DOI:10.1080/10888691.2025.2498747

Flavia Cirimele, Concetta Pastorelli, Marc H Bornstein, Antonio Zuffianò, Chiara Remondi, Maria Gerbino, Dario Bacchini, Laura Di Giunta, Paul Oburu, Ann T Skinner, Emma Sorbring, Laurence Steinberg, Liliana Maria Uribe Tirado, Saengduean Yotanyamaneewong, Liane Peña Alampay, Suha M Al-Hassan, Lei Chang, Kirby Deater-Deckard, Kenneth A Dodge, Sevtap Gurdal, Daranee Junla, Jennifer E Lansford

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Abstract

The present study explored the bidirectional longitudinal associations between prosocial behavior and school performance during adolescence in six countries (Colombia, Italy, Jordan, the Philippines, Thailand, and the United States). A total sample of 884 adolescents (T1: M _age = 10.34 years, SD = 0.69) reported their prosocial behavior, while adolescents' mothers (N = 871) and fathers (N = 773) reported their children's school performance over three-time points covering the transition to adolescence (from ages 10 to 16). A Random-Intercept Cross-Lagged Panel Model, controlling for countries' Human Development Index, child gender, and family SES, showed that adolescents with high levels of prosocial behavior also have high school performance on a stable basis over time. Moreover, being more prosocial than usual is positively associated with higher-than-expected school performance at each time point. The implications of the interplay between prosocial behavior and school performance during the transition to adolescence in multicultural contexts are discussed.

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青少年过渡时期的亲社会行为与学校表现：一项多元文化研究。

本研究在六个国家（哥伦比亚、意大利、约旦、菲律宾、泰国和美国）探讨了青春期亲社会行为与学校表现之间的双向纵向关系。共有884名青少年（T1: M年龄= 10.34岁，SD = 0.69）报告了他们的亲社会行为，而青少年的母亲（N = 871）和父亲（N = 773）报告了他们的孩子在青春期过渡期间（从10岁到16岁）的三个时间点的学业表现。随机截距交叉滞后面板模型控制了各国的人类发展指数、儿童性别和家庭社会经济地位，结果表明，随着时间的推移，亲社会行为水平高的青少年在高中的表现也很稳定。此外，在每个时间点，比平时更亲社会的人与高于预期的学习成绩呈正相关。本文讨论了多元文化背景下青少年过渡时期亲社会行为与学校表现之间相互作用的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Developmental Science PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

12.00

自引率

2.60%

发文量

期刊介绍： The focus of this multidisciplinary journal is the synthesis of research and application to promote positive development across the life span and across the globe. The journal publishes research that generates descriptive and explanatory knowledge about dynamic and reciprocal person-environment interactions essential to informed public dialogue, social policy, and preventive and development optimizing interventions. This includes research relevant to the development of individuals and social systems across the life span -- including the wide range of familial, biological, societal, cultural, physical, ecological, political and historical settings of human development.