Prosocial behavior and academic achievement of the college of teacher education students of Occidental Mindoro State College
Keywords:
prosocial behavior, prosocial action, prosocial feelings, academic achievementAbstract
This study examines the relationship between prosocial behaviors and academic achievement among students at the College of Teacher Education, Occidental Mindoro State College-San Jose Campus. The primary objective was to determine whether levels of prosocial behavior correlate significantly with academic performance, and to explore potential differences based on demographic variables such as age, sex, year level, and program. A descriptive research design was employed, involving a sample of 103 students from various education programs for the academic year 2022-2023. Data were collected using the bifactor model of the 16-item new prosociality scale and academic performance records. The analysis revealed that while prosocial actions did not show a significant correlation with academic achievement (r = 0.158, p = 0.111), prosocial feelings were positively associated with academic performance (r = 0.267, p = 0.006). Significant differences were observed in prosocial behaviors based on year level and academic program, with first-year students showing lower levels of prosocial actions and feelings compared to their senior peers. Additionally, students in the Bachelor of Elementary Education program exhibited higher levels of prosocial behaviors than those in other programs. No significant differences were found based on age or sex. These findings suggest that while specific prosocial actions may not directly impact academic success, greater emotional sensitivity and empathy are beneficial. The study highlights the importance of fostering prosocial feelings and recommends targeted interventions to enhance student support, promote empathy, and address the unique needs of various student groups. Future research should consider longitudinal studies and include diverse educational contexts to validate and expand upon these findings.
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Copyright (c) 2024 Camille A. Limos, Ian D. Parle, Jessica T. Tasani, Christine A. Adre, Pauline Grace M. Domingo, Mary Nicole B. Ducado, Joanne D. Gorospe (Author)
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