Pupils’ prosociality and its relations to their meaning of life and teacher’s interaction style

Anna Sádovská; Peter Kusý

doi:10.21697/fp.2018.2.14

Published: 2018-10-06

Vol. 8 No. 2 (2018)

Pupils’ prosociality and its relations to their meaning of life and teacher’s interaction style

Anna Sádovská

, Peter Kusý

Pedagogical Forum

Section: Colloquia

https://doi.org/10.21697/fp.2018.2.14

Abstract

The study deals with pupils´ self-perceived prosocial behaviour and its correlations to pupils´ meaning of life and teacher’s interaction style. The pupils (14-and-15-years old) from lower secondary school were respondents of this research. The objective was to find out what relation exists between self-perceived prosocial behaviour and teacher ‘s interaction style. At the same time, we analysed the relation between pupils´ self-perceived behaviour and pupils´ meaning of life. It was shown that a teacher may improve self-perceived prosocial behaviour of pupils if he/she is evaluated with a higher score in the areas such as leadership, understanding and responsibility. On the contrary, if a teacher’s interaction style is strict, uncertain, dissatisfied and admonishing, it correlates negatively with self-perceived prosocial behaviour of pupils.

Keywords:

teacher’s interaction style, meaning in life, prosocial behaviour

Most read articles by the same author(s)

Anna Sádovská , What do Youth Really Care for? Towards Ethical Education, Education for Sustainable Development and Youth Values , Pedagogical Forum: Vol. 9 No. 2/2 (2019)

Download files

PDF

Citation rules

Sádovská, A., & Kusý, P. (2018). Pupils’ prosociality and its relations to their meaning of life and teacher’s interaction style. Pedagogical Forum, 8(2), 193–209. https://doi.org/10.21697/fp.2018.2.14

Cited by / Share

References

Aknin, L. B., Dunn, E. W., Sandstrom, G. M., Norton, M. I. (2013). Does social connection turn good deeds into good feelings? On the value of putting the ‘‘social’’ in prosocial spending. “International Journal of Happiness and Development”, Vol. 1, No. 2, pp. 155–171. DOI: https://doi.org/10.1504/IJHD.2013.055643
Google Scholar

Batson, C. D. (1998). Altruism and prosocial behavior. In: Gilbert D., Fiske S., Lindzey, G. (ed.). The handbook of social psychology. New York: McGraw-Hill.
Google Scholar

Berkowitz, M. W., Bier, M. C. (2005). What Works In Character Education: A research-driven guide for educators. Missouri: CEP.
Google Scholar

Brekelmans, M.; Wubbels, Т., Levy, J. (1993). Student Performance, Attitudes, Instructional Strategies and Teacher-Communication Style. In: Wubbels, Т., Levy, J. (ed.). Do You Know What You Look Like? Interpersonal Relationships in Education. London: Falmer Press. Taylor and Francis.
Google Scholar

Brestovanský, M. (2014). Metodologické otázky výskumu prosociálnosti. In: Podmanický, I., Rajský, A. (ed.). Prosociálnosť a etická výchova. Skúsenosti a perspektívy. Trnava: Typi Universitatis Tyrnaviensis.
Google Scholar

Brestovanský, M. et al. (2016). Noodynamics positively influences prosocial behaviour. In: SGEM Conference Proceedings. Bulgaria: STEF92 Technology Ltd., pp. 675–682.
Google Scholar

Brown, P.M., Corrigan, M.W., D'Alessandro, A. (ed.) (2012). The Handbook of Prosocial Education. Lanham, MD: Rowman & Littlefield.
Google Scholar

Brugman, D. et al. (2003) Perception of moral atmosphere in school and norm transgressive behaviour in adolescents. An intervention study. “International Journal of Behavioural Development”, Vol. 27, No. 4, pp. 289–300.
Google Scholar

Carlo, G., Fabes, R. A., Laible, D., Kupanoff, K. (1999). Early Adolescence and Prosocial/Moral Behavior II: The Role of Social and Contextual Influences. “Journal of Early Adolescence“, Vol. 19, No. 2, pp. 133–147. Available at: http://digitalcommons.unl.edu/psychfacpub/44 (Retrieved 25.01.2018).
Google Scholar

Comer, J. P. (1968). Comer School Development Program, available at http://medicine.yale.edu/childstudy/comer/ (Retrieved 30.11.2017).
Google Scholar

Den Brok, P. (2001). Teaching and student outcomes. A study of teacher´s thoughts and action from an interpersonal and a learning activities perspective. Utrecht: W.C.C.
Google Scholar

Ebersole, P. (1998). Types and depth of written life meaning. In: Wong, P. T. P., Fry, P. M. (ed.). The human quest for meaning. A handbook of psychological research and clinical applications. Mahwah – London: Lawrance Erlbaum Associates.
Google Scholar

Eisenberg, N., Fabes, R. A. (1998). Prosocial development. In: Eisenberg, N., Damon, W. (ed.) Handbook of child psychology: Vol. 3. Social, emotional, and personality development. New York : Wiley.
Google Scholar

Emmons, R. A. (1999) Psychology of ultimate concerns. New York: Guilford Press.
Google Scholar

Flay, B. R., Allred, C. G. (2010). The Positive Action Program: Improving Academics, Behaviour, and Character by Teaching Comprehensive Skills for Successful Learning and Living. In: Lovat, T. et al. (ed.) International Research Handbook on Values Education and Student Wellbeing. DOI 10.1007/978-90-481-8675-4_28 DOI: https://doi.org/10.1007/978-90-481-8675-4_28
Google Scholar

Fisher, D., Fraser, B., Cresswell, J. (1995). Using the "Questionnaire on Teacher Interaction" in the Professional Development of Teachers. “Australian Journal of Teacher Education“, Vol. 20, No. 1. Available at: http://dx.doi.org/10.14221/ajte.1995v20n1.2 (Retrieved 20.11.2017) DOI: https://doi.org/10.14221/ajte.1995v20n1.2
Google Scholar

Fisher, D., Rickards, T. (1998). Associations between Teacher-Student Interpersonal Behaviour and Student Attitude to Mathematics. “Mathematics Education Research Journal“, Vol. 10, No. 1., pp. 3–15. DOI: https://doi.org/10.1007/BF03217119
Google Scholar

Fisher, D. L., Waldrip, B. G. (1999). Cultural Factors of Science Classroom Learning Environments, Teacher-Student Interactions and Students Outcomes. “Research in Science and Technological Education“, Vol. 17, No. 1, pp. 83-96. DOI: https://doi.org/10.1080/0263514990170107
Google Scholar

Fry, P. M. (1998). The development of personal meaning and wisdom in adolescence: A reexamination of moderating and consolidating factors and influences. In: Wong, P. T. P., Fry, P. M. (ed.). The human quest for meaning. A handbook of psychological research and clinical applications. Mahwah – London: Lawrance Erlbaum Associates.
Google Scholar

Gavora, P., Mareš, J., den Brok, P. (2003). Adaptácia Dotazníka interakčného štýlu učiteľa. “Pedagogická revue“, Vol 55, No. 2, pp. 126–145.
Google Scholar

Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. “Journal of Child Psychology and Psychiatry“, Vol. 38, No. 5, pp. 581–586. DOI: https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
Google Scholar

Halama, P. (2002). Vývin a konštrukcia škály životnej zmysluplnosti. “Československá psychologie“, Vol. 46, No. 3, pp. 265-276.
Google Scholar

Halama, P. (2007). Zmysel života z pohľadu psychológie. Bratislava: Slovak Academic Press.
Google Scholar

Kanacri, B. P. L. (2011). Development and Promotion of Prosocial Behavior from Adolescence to Young Adulthood: Antecedents and Civic Outcomes. Dissertation Thesis. Rome: Sapienza Universitá di Roma.
Google Scholar

Klein, N. (2016). Prosocial behavior increases perceptions of meaning in life. DOI: https://doi.org/10.1080/17439760.2016.1209541
Google Scholar

“The Journal of Positive Psychology“, available at http://www.tandfonline.com/doi/full/10.1080/17439760.2016.1209541 (Retrieved 31.07.2017)
Google Scholar

Köverová, M. (2015). Percepcia interakčného štýlu učiteľa a subjektívna pohoda študentov. “Psychologie a její kontexty“, Vol. 6, No. 1, pp. 33–48.
Google Scholar

Lai, F. H. Y., Siu, A. M. H., Shek, D. T. L. (2015). Individual and social predictors of prosocial behavior among Chinese adolescents in Hong Kong. “Frontiers in Pediatrics“, Vol. 3, No. 39, pp. 1-8. Doi: 10.3389/fped.2015.00039 DOI: https://doi.org/10.3389/fped.2015.00039
Google Scholar

Leary, T. (1957). An Interpersonal Diagnosis of Personality. New York: Ronald Press.
Google Scholar

Lorr, M. (1996). The Interpersonal Circle as a Heuristic Model for Interpersonal Research. “Journal of Personality Assessment“, Vol. 66, No. 2, pp. 234-239. DOI: https://doi.org/10.1207/s15327752jpa6602_3
Google Scholar

Mareš, J., Gavora, P. (2004). Interpersonální styl učitelů: teorie, diagnostika a výsledky výzkumů. “Pedagogika“, Vol. LIV, pp. 101–128.
Google Scholar

Martela, F. - Ryan, R. M. (2016) Prosocial behaviour increases well-being and vitality even without contact with the beneficiary: Causal and behavioral evidence. “Motivation and Emotion”, Vol. 40, Issue 3, pp. 351-357.
Google Scholar

Obsuth, I., Murray, A. L., Malti, T., Sulger, P., Ribeaud, D., Eisner, M. (2017). A Non-bipartite Propensity Score Analysis of the Effects of Teacher–Student Relationships on Adolescent Problem and Prosocial Behavior. “Journal of Youth and Adolescence“, Vol. 46, No. 8, pp. 1661–1687. DOI 10.1007/s10964-016-0534-y DOI: https://doi.org/10.1007/s10964-016-0534-y
Google Scholar

Penner, L. et al. (2005). Prosocial Behavior: Multilevel Perspectives. “Annual Review Psychology”, 2005, pp. 366-385. DOI: https://doi.org/10.1146/annurev.psych.56.091103.070141
Google Scholar

Polou, M. S. (2014). Teacher-student relationships, social and emotional skills, and emotional and behavioural difficulties. “Educational Journal of the University Patras UNESCO Chair”, Vol. 1, No. 1, pp. 34 – 47.
Google Scholar

Rajský, A., Podmanický, I. (ed.) (2014). Prosociálnosť a etická výchova. Skúsenosti a perspektívy. Trnava: TYPI UNIVERSITATIS TYRNAVIENSIS.
Google Scholar

Rajský, A., Podmanický, I. (ed.) (2016). Človek človeku. K prameňom etickej výchovy. Trnava: VEDA.
Google Scholar

Reker, G. T., Peacock, E. J., Wong, P. T. P. (1987). Meaning and Purpose in Life and Well-Being: A Life-Span Perspective. “Journal of Gerontology”, Vol. 42, No. 1, pp. 44-49. DOI: https://doi.org/10.1093/geronj/42.1.44
Google Scholar

Reker, G. T., Wong. P. T. P. (1988). Aging as an individual process: Toward a theory of personal meaning. In: Birren, J. E., Bengston V. L. (ed.) Emergent theories of aging. New York: Springer, 1988.
Google Scholar

Roche, R. O., Sol, N. (1998). Educación prosocial de las Emociones, Valores y Actitudes positivas. Barcelona: Blume.
Google Scholar

Ryan, K., Lickona, T. (ed.) (1992). Character Development in schools and beyond. 2. ed. Washington, DC: The Council for Research in Values and Philosophy.
Google Scholar

Scott, R. H., Fisher, D. L. (2004). Development, Validation and Application of a Malay Translation of an Elementary Version of the Questionnaire on Teacher Interaction. “Research in Science Education”, No. 34, pp. 173–194. DOI: https://doi.org/10.1023/B:RISE.0000033759.09807.50
Google Scholar

Shek, D. T. L., Ma, H. K., Cheung, P. C. (1994). Meaning in life and adolescent antisocial and prosocial behavior in a Chinese context. “Psychologia: An International Journal of Psychology in the Orient”, Vol. 37, No. 4, pp. 211-218.
Google Scholar

Snyder, C. R., Feldman, D. B. (2000) Hope for the many: An empowering social agenda. In Snyder, C. R. (ed.) Handbook of hope. Theory, measures and applications. San Diego – London: Academic Press, pp. 389 – 412.
Google Scholar

Tolson, H. (1980). An adjunct to statistical significance: ω2. “Research Quarterly for Exercise and Sport”, Vol, 51, No. 3, pp. 580-584. DOI: https://doi.org/10.1080/02701367.1980.10608084
Google Scholar

Vašíčková, S. (2015). Správa z merania interakčného štýlu učiteľa. Výskum sprievodných aspektov vzdelávania. Bratislava: NÚCEM. Available at: http://www.etest.sk/data/att/599.pdf (Retrieved 21.01.2017)
Google Scholar

Van Petegem, K., Aelterman, A., Van Keer, H., Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. “Social Indicators Research”, Vol. 85, No. 2, pp. 279–291. DOI 10.1007/s11205-007-9093-7
Google Scholar

Van Tongeren, D. R., Green, J. D., Davis, D. E., Hook, J. N., Hulsey, T. L. (2015). Prosociality enhances meaning in life. “The Journal of Positive Psychology”, Vol. 10, No. 3, pp. 1–12. Available at: https://www.researchgate.net/publication/277950335_Prosociality_enhances_meaning_in_life(Retrieved 20.09.2017)
Google Scholar

Waldripp, B. G., Fisher, D. L. (2003). Identifying exemplary science teachers through their classroom interactions with students. “Learning Environments Research”, Vol. 6, pp. 157–174. DOI: https://doi.org/10.1023/A:1024991019271
Google Scholar

Watzlawick, P., Bevelasová, J. B., Jackson, D. D. (1999). Pragmatika lidské komunikace. Hradec Králové: Konfrontace.
Google Scholar

Wentzel, K. R., Fillisetti, L., Looney, L. (2007). Adolescent Prosocial Behavior: The Role of Self-Processes and Contextural Cues. “Child Development”, Vol 78., No. 3, pp. 895-910. DOI: https://doi.org/10.1111/j.1467-8624.2007.01039.x
Google Scholar

Wiggins, J. S. (1995). Interpersonal Adjective Scales: Professional Manual. FL: Odessa, Psychological Assessment Resource.
Google Scholar

Wittek, R., Bekkers, R. (2015). Altruism and Prosocial Behavior, Sociology of. In Wright, J. D. (ed.) (2015). International Encyclopedia of the Social § Behavioral Sciences. Oxford: Elsevier. Vol 1, pp. 579-583.
Google Scholar

Wubbels, T., Creton, H. A., Hooymayers, H. P. (1992). Review of research on teacher communication styles with use of the Leary model. “Journal of Classroom Interaction”, Vol. 27, pp. 1-12.
Google Scholar

Wubbels, T., Levy, J. (1991). A comparison of interpersonal behaviour of Dutch and American teachers. “International Journal of Intercultural Relations”, Vol. 15, pp. 1-18.
Google Scholar

Wubbels, T., Levy, J. (1993). Do you know what you look like? London: The Falmer Press.
Google Scholar

Yeager, D. S., Bundick, M. J. (2009). The Role of Purposeful Work Goals in Promoting Meaning in Life and in Schoolwork during Adolescence. “Journal of Adolescent Research”, Vol. 24, No. 4, pp. 423-452. DOI: https://doi.org/10.1177/0743558409336749
Google Scholar

Zeldin, R. S., Savin-Williams, R. C., Small, S. A. (1984). Dimensions of prosocial behavior in adolescent males. “The Journal of Social Psychology”, Vol. 123, No. 2, pp. 159-168.
Google Scholar

Zepke, N., Leach, L. (2010). Improving student engagement: Ten proposals for action. “Active Learning in Higher Education”, Vol. 11, No. 3, pp. 167–177. DOI: https://doi.org/10.1177/1469787410379680
Google Scholar

Anna Sádovská

anna.sadovska@gmail.com
http://orcid.org/0000-0003-3309-4819

Affiliation:

Faculty of Education Trnava University Slovakia

Bio Statement (e.g., department and rank)

AnnaSádovská– PhD, her interests are focused on methodology of Ethical Education, Moral Education, educational counselling and multicultural education in her research and educational activities. She also researches prosocial behaviour and moral reasoning of pupils, field of perception of cultural diversity by pupils and inclusion of pupils in mainstream schools. As a member of Central Committee for Ethical Education she has taken part in improving of educational content of Ethical Education. E-mail-Address: anna.sadovska@gmail.com.

Peter Kusý

http://orcid.org/0000-0003-2804-0605

Affiliation:

Faculty of Education Trnava University Slovakia

Bio Statement (e.g., department and rank)

Peter Kusý– PhD, his interests are focused on methodology of educational and psychological research, topics from music therapy and music psychology, topics of foster care. He has been a chief-redactor of E-mental: electronic journal about mental health, which is published by support of Slovak Association of Students and Absolvents of Psychology – SAŠAP. The most important publications: Using of Music Therapy in Integrative Psychotherapy in the journal Arteterapie (2014), papers Interpersonal behaviour and music preferences of older school age children (2015); Prosocial behaviour and prosocial orientation on 11-12-years-old pupils in Slovakia (2014): Education and educational research (2015). E-mail-Address: peterkusy7@gmail.com