Prosocial behavior and learning strategies in a sample of Spanish students of compulsory secondary education

Abstract

This study analyzed the relationship between prosocial behavior and learning strategies in a sample of 2022 Spanish students (51.1% males) of Compulsory Secondary Education. The prosocial behavior was measured with the Prosocial Behaviour scale of the Teenage Inventory of Social Skills (TISS) and learning strategies were measured with the Learning and Study Strategies Inventory-High School (LASSI).  Logistic regression analyses revealed that prosocial behavior is a positive and significant statistically predictor of high scores on the following learning strategies: attitude toward academic success, motivation, information processing, selecting main ideas, self- assessment, and evaluation strategies. In addition, prosocial behaviour was a negative and statistically significant predictor of high scores on anxiety. These results were found in males, females and students at all of Compulsory Secondary Education (CSE). However, prosocial behaviour was only a positive and statistically significant predictor of high scores in control of time (in samples of 2o and 4o CSE) and concentration (in samples of boy and students of 4o CSE).