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The Association Between the Classroom Social Environment and Students’ Prosocial Behavior: A Short-Term Longitudinal Study
La Relación Entre el Ambiente Social en el Aula y el Comportamiento Prosocial de los Estudiantes: Un Estudio Longitudinal a Corto Plazo
DOI:
https://doi.org/10.15446/rcp.v35n2.116682Keywords:
prosocial behavior, classroom environment, cohesion, group norms, classroom climate (en)comportamiento prosocial, ambiente del aula, cohesión, normas de grupo, clima en el aula (es)
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Prosocial behavior has been related to a variety of positive indices of psychosocial functioning during childhood and
adolescence. However, most studies focusing on concurrent associations and individual-level predictors. This study
examined short-term changes in prosocial behavior, focus on helping, and the relation between the classroom social
environment and students’ prosocial development. The classroom environment was assessed from two perspectives: the classroom climate tradition and the peer-relations framework. We collected data from 1594 preadolescents in 9 schools in Bogotá, Colombia, four times across one school year. Using a Multilevel Latent Growth Curve model, we examined the association of the classroom-level social structure (i.e., cohesion and prosocial-related classroom norms) and the classroom climate (i.e., teacher’s equity, teacher’s support, indiscipline, competition, rules clarity, and participation) with students’ prosocial behavior over time. Results showed that prosocial behavior tended to increase over time and that only classroom cohesion predicted positive changes in children’s prosocial behavior. These results are discussed considering the pedagogical implications for educational practitioners.
El comportamiento prosocial se ha relacionado con diversos índices positivos del funcionamiento psicosocial durante
la infancia y la adolescencia. Sin embargo, la mayoría de los estudios se centran en asociaciones concurrentes y predictores a nivel individual. Este estudio examinó los cambios a corto plazo en el comportamiento prosocial, centrándose en la ayuda y la relación entre el entorno social del aula y el desarrollo prosocial de los estudiantes. El entorno del aula se evaluó desde dos perspectivas: la tradición del clima del aula y el marco de las relaciones entre compañeros. Recopilamos datos de 1594 preadolescentes de nueve escuelas de Bogotá, Colombia, cuatro veces a lo largo de un año escolar. Utilizando un modelo de curva de crecimiento latente multinivel, examinamos la asociación entre la estructura social a nivel del aula (es decir, la cohesión y las normas prosociales del aula) y el clima del aula (es decir, la equidad del maestro, el apoyo del maestro, la indisciplina, la competencia, la claridad de las reglas y la participación) con el comportamiento prosocial de los estudiantes a lo largo del tiempo. Los resultados mostraron que el comportamiento prosocial tendía a aumentar con el tiempo y que solo la cohesión en el aula predecía cambios positivos en el comportamiento prosocial de los niños. Estos resultados se discuten teniendo en cuenta las implicaciones pedagógicas para los profesionales de la educación.
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