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, Tirado Liliana Maria Uribe, Yotanyamaneewong Saengduean, Alampay Liane Peña, Al-Hassan Suha M, Chang Lei, Deater-Deckard Kirby, Dodge Kenneth A, Gurdal Sevtap, Junla Daranee, Lansford Jennifer E
Department of Culture and Society, University of Palermo, Palermo, Italy.
Department of Psychology, Sapienza University of Rome, Rome, Italy.
Appl Dev Sci. 2025 May 31. doi: 10.1080/10888691.2025.2498747.
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: = 10.34 years, = 0.69) reported their prosocial behavior, while adolescents' mothers ( = 871) and fathers ( = 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.
本研究探讨了六个国家（哥伦比亚、意大利、约旦、菲律宾、泰国和美国）青少年时期亲社会行为与学业成绩之间的双向纵向关联。共有884名青少年（T1：平均年龄 = 10.34岁，标准差 = 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）在涵盖向青春期过渡（从10岁到16岁）的三个时间点报告了他们孩子的学业成绩。一个随机截距交叉滞后面板模型，控制了国家的人类发展指数、儿童性别和家庭社会经济地位，结果显示，亲社会行为水平高的青少年在一段时间内也能稳定地取得高学业成绩。此外，在每个时间点，比平时更具亲社会性与高于预期的学业成绩呈正相关。本文讨论了多元文化背景下向青春期过渡期间亲社会行为与学业成绩之间相互作用的影响。
