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How Does Social Behavior Relate to Both Grades and Achievement Scores?
Jeffrey M DeVries1, Katharina Rathmann1, Markus Gebhardt1
1Faculty of Rehabilitation Sciences, Technische Universität Dortmund, Dortmund, Germany.
Frontiers in Psychology
|June 20, 2018
Summary
Prosocial behavior and peer problems impact academic development, with peer issues more strongly affecting grades than prosocial actions. These effects diminish in later school years.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Sociology of Education
Background:
- Prosocial behavior and peer problems are linked to academic development.
- The influence of social behaviors on academic outcomes can differ based on achievement measures and specific social behaviors.
- Understanding these relationships is crucial for educational interventions.
Purpose of the Study:
- To investigate the effects of prosocial behavior and peer problems on academic achievement in math and reading.
- To examine how these effects differ between grades and competencies.
- To analyze the moderating roles of gender and socioeconomic status (SES) on these relationships.
Main Methods:
- Utilized data from the German National Education Panel Study (NEPS).
- Employed structural equation modeling (SEM) to analyze the relationships.
- Included samples of 3,310 students for math and 3,308 for reading in grades 5 and 7.
Main Results:
- Social behaviors were more strongly associated with grades than with competencies.
- Peer problems showed a stronger relationship with academic achievement than prosocial behavior.
- The influence of social behaviors on academic outcomes decreased in later grades.
Conclusions:
- Academic grades and competency tests are not interchangeable measures for educators and researchers.
- Peer problems have a more significant impact on academic performance than prosocial behavior.
- Interventions should consider the distinct roles of different social behaviors and achievement measures.
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