Does Rude or Kind Behavior Predict Later Academic Achievement? Evidence From Two Samples of Adolescents
Bibliographic Data
| ID | 11670940 |
|---|---|
| Authors | Julia Becherer (0000-0002-7686-6826, Institute for Psychology of Learning and Instruction, Kiel University, Germany, corresponding author), Olaf Köller (0000-0001-5652-8101, Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel, Germany), Friederike Zimmermann (0000-0002-0552-7050, Institute for Psychology of Learning and Instruction, Kiel University, Germany) |
| Year | 2023 |
| Volume | 44 |
| Issue | 3 |
| Pages | 334-364 |
| Publication date | 2023-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02724316231178688 |
| OpenAlex | W4382985605 |
| Language | EN |
| Citations received | 1 |
| References cited | 63 |
This study examined whether adolescent students’ externalizing behavior and prosocial behavior affects their academic achievement (i.e., school grades and standardized test scores) in two major academic domains (i.e., mathematics and German) over and above well-established determinants of school achievement (i.e., prior achievement, intelligence, and domain-specific self-concepts). The study draws on longitudinal data from two independent samples of students (A/B) who were each followed from Grade 7 to Grade 9 ( N A/B = 1143/1345). In each academic domain, structural equation models showed that externalizing behavior negatively predicted and prosocial behavior positively predicted academic achievement. When both behaviors were included simultaneously, prosocial behavior particularly predicted school grades in both domains, whereas externalizing behavior particularly predicted test scores in mathematics. Further analyses did not suggest differences between boys and girls in the effects of social behavior on academic achievement. Implications for future research and educational practice are discussed
Academic achievement · Developmental psychology · German · Prosocial behavior · Test (biology · Bullying, Victimization, and Aggression · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Visible Learning
Altruism and Prosocial Behavior
Internalizing/Externalizing Problems
Prosocial Foundations of Children's Academic Achievement
Affective Teacher–Student Relationships and Students' Engagement and Achievement
The Strengths and Difficulties Questionnaire (SDQ)
Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School
Intelligence and school grades
Students’ characteristics and teacher–child relationships in instruction
A constant error in psychological ratings.
Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence
Friendships, Peer Acceptance, and Group Membership
Self-concept and academic achievement
Does being good make the grade? Social behavior and academic competence in middle school.
The Strengths and Difficulties Questionnaire
Expectancy–Value Theory of Achievement Motivation
Adolescents' Prosocial Behavior Predicts Good Grades Beyond Intelligence and Personality Traits
Trajectories of Prosocial Behavior and Physical Aggression in Middle Childhood
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Associations between Prosocial and Problem Behavior from Early to Late Adolescence
Teacher Support, Peer Acceptance, and Engagement in the Classroom
Matthew Effects in Reading
Personality predictors of academic outcomes
School readiness and later achievement
The Impact of Enhancing Students' Social and Emotional Learning
Problems of behaviour, reading and arithmetic
The validity of physical aggression in predicting adolescent academic performance
The role of learning to read in the development of problem behaviour
Externalizing behaviour, task-focused behaviour, and academic achievement
The relation of empathy to prosocial and related behaviors
Externalizing behavior problems and academic underachievement in childhood and adolescence
Internationally Comparable Measures of Occupational Status for the 1988 International Standard Classification of Occupations
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |