Cruz Alysia Maryse, Carlo Gustavo, Gulseven Zehra, Vandell Deborah Lowe
School of Education, University of California, Irvine, California, USA.
Virginia Tech, Blacksburg, Virginia, USA.
J Adolesc. 2025 Jan;97(1):113-123. doi: 10.1002/jad.12401. Epub 2024 Sep 6.
Scholars have asserted and provided evidence on the developmental benefits of prosocial behaviors on later academic performance and well-being. However, research directly examining these links in US Latine early adolescents and work that explains the positive link between prosocial behaviors and academic outcomes is scarce. The present study investigated whether social skills and self-efficacy mediate the positive relations between prosocial behaviors and US Latine early adolescents' educational performance.
Participants were 543 low-income, US Latine middle school students (M = 11.7, SD = 0.73; 275 girls) attending after-school programs. Measures of prosocial behaviors, social skills, self-efficacy, and academic performance were administered at three-time points.
Findings showed that prosocial behaviors were significantly and positively linked to later self-efficacy, which in turn, was subsequently positively linked to academic performance. In contrast, the paths among prosocial behaviors, social skills, and academic performance were not significant.
The discussion focuses on the central role of self-efficacy in understanding the relations between prosocial behaviors and educational performance in US Latine early adolescents.
学者们已经断言并提供了证据，证明亲社会行为对后期学业成绩和幸福感具有发展益处。然而，直接研究美国拉丁裔青少年早期这些联系的研究，以及解释亲社会行为与学业成果之间积极联系的研究却很少。本研究调查了社交技能和自我效能感是否介导了亲社会行为与美国拉丁裔青少年早期教育表现之间的积极关系。
研究对象为543名参加课后项目的低收入美国拉丁裔中学生（平均年龄M = 11.7，标准差SD = 0.73；女生275名）。在三个时间点对亲社会行为、社交技能、自我效能感和学业成绩进行了测量。
研究结果表明，亲社会行为与后期的自我效能感显著正相关，而自我效能感又与学业成绩呈正相关。相比之下，亲社会行为、社交技能和学业成绩之间的路径并不显著。
讨论聚焦于自我效能感在美国拉丁裔青少年早期亲社会行为与教育表现关系中的核心作用。
