Prosocial Foundations of Children's Academic Achievement

By G. Caprara, Claudio Barbaranelli, Concetta Pastorelli, A. Bandura, P. Zimbardo. Psychology Science, 2000

969 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5ed0f504f2252690b1a79a7f33659da0fe6e0818

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Gender-Typed Play and Social Abilities in Boys and Girls: Are They Related? (2016, background): “Furthermore, exhibiting these social skills in childhood reliably predicts later social relations and academic achievement, at least in U.S. and European samples (Caprara et al. 2000; Eisenberg et al. 2010; Eisenberg and Miller 1987).”
Social Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions (2004, background): “Although academic competence is an important correlate of social competence (Caprara et al., 2000), aggregation of academic achievement effect sizes in the overall effect for 38 / November 2004 Behavioral Disorders, 30 (1), 32–46 SST is questionable (an “apples and oranges” comparison).”
Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, result): “Similarly, in a longitudinal study of third graders, Caprara, Barbaranelli, Pastorelli, Bandura, and Zimbardo (2000) found that prosocialness, (cooperating, helping, sharing, consoling) significantly predicted academic achievement 5 years later, even after controlling for third-grade academic…”
Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships (2016, background): “There is a well-documented relation between prosocial behavior and several dimensions of adaptive development, such as social acceptance and friendship, psychosocial adjustment and academic achievement (Caprara et al. 2000; Clark and Ladd 2000; Hay and Pawlby 2003; Sebanc 2003).”
Impact of the Interactive Learning Environments in Children’s Prosocial Behavior (2018, background): “Longitudinal studies have shown that prosocial behaviors in early childhood predicted academic achievement five years later [11].”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “…between emotional regulation and academic performance has been of great interest to researchers and educators, with correlational and longitudinal studies highlighting the positive associations between social emotional variables and academic performance (e.g. Caprara et al. 2000; Wang et al. 1997).”
Kindergarten Disruptive Behaviors, Protective Factors, and Educational Achievement by Early Adulthood. (2005, result): “These results support earlier findings from Caprara et al. (2000) with older children, suggesting that children who are dependent on social reward conform better to social expectations than others.”