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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

Author

Listed:
  • Marina Carvalho

    (University of Lisbon
    CHUA; ISMAT)

  • Cátia Branquinho

    (University of Lisbon)

  • Catarina Noronha

    (University of Lisbon)

  • Barbara Moraes

    (University of Lisbon)

  • Nuno Rodrigues

    (DGEEC)

  • Margarida Gaspar Matos

    (University of Lisbon
    APPSYCI/ ISPA
    FCH/ UCP)

Abstract

Scientific 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 Well-being | School Observatory” were analyzed. Prosocial behavior was measured by the SDQ, and academic performance was assessed by the students’ classifications on different 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.

Suggested Citation

  • Marina Carvalho & Cátia Branquinho & Catarina Noronha & Barbara Moraes & Nuno Rodrigues & Margarida Gaspar Matos, 2024. "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-," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(1), pages 289-307, February.
    • Handle: RePEc:spr:chinre:v:17:y:2024:i:1:d:10.1007_s12187-023-10086-2
    DOI: 10.1007/s12187-023-10086-2
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    References listed on IDEAS

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    1. Laura Cunico & Riccardo Sartori & Oliva Marognolli & Anna M Meneghini, 2012. "Developing empathy in nursing students: a cohort longitudinal study," Journal of Clinical Nursing, John Wiley & Sons, vol. 21(13-14), pages 2016-2025, July.
    2. Maria Keilow & Hans Henrik Sievertsen & Janni Niclasen & Carsten Obel, 2019. "The Strengths and Difficulties Questionnaire and standardized academic tests: Reliability across respondent type and age," PLOS ONE, Public Library of Science, vol. 14(7), pages 1-12, July.
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