Prosocial behavior and school performance in the transition to adolescence: A multicultural study
- Autori: Cirimele, Flavia; Pastorelli, Concetta; Bornstein, Marc H.; Zuffianò, Antonio; Remondi, Chiara; Gerbino, Maria; Bacchini, Dario; Di Giunta, Laura; Oburu, Paul; Skinner, Ann T.; Sorbring, Emma; Steinberg, Laurence; Uribe Tirado, Liliana Maria; Yotanyamaneewong, Saengduean; Alampay, Liane Peña; Al-Hassan, Suha M.; Chang, Lei; Deater-Deckard, Kirby; Dodge, Kenneth A.; Gurdal, Sevtap; Junla, Daranee; Lansford, Jennifer E.
- Anno di pubblicazione: 2025
- Tipologia: Articolo in rivista
- OA Link: http://hdl.handle.net/10447/682067
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: Mage ¼ 10.34 years, SD¼0.69) reported their prosocial behavior, while adolescents’ mothers (N¼871) and fathers (N¼773) 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.