A Self-Report Measure of Prosocial Behavior in Middle School

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Abstract

This study investigates the factor structure and correlates of a new self-report prosocial behavior scale. Participants were 4,592 middle school students in 248 math classrooms. The sample was evenly distributed by gender and ethnoracially diverse. Results from multilevel factor analyses suggest prosocial behavior in this sample was represented by two factors: responsive prosocial behavior and prosocial character traits. Both aspects of prosocial behavior were positively associated with teachers’ use of prosocial education strategies, and students’ math engagement and feeling cared for. Continued development of prosocial behavior measurement is important given its relevance to students’ academic and social outcomes, along with the growth of social-emotional learning programs that aspire to improve students’ prosocial behavior.

Authors

• Christi Crosby Bergin, University of Missouri

• Jessica E. Kilday, University of Missouri

• Joy Roos, University of Missouri

• Amanda Olsen, University of Missouri

• Francis H. Lim Huang, University of Missouri

• Lindsay A. Brockmeier, University of Missouri