Thesis

The prosocial child and the classroom : a multidimensional study

Downloadable Content

Download PDF
Creator
Rights statement
Awarding institution
  • University of Strathclyde
Date of award
  • 2026
Thesis identifier
  • T18051
Person Identifier (Local)
  • 202359185
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • The study sought to use dominant approaches in social psychology to define and to account for the role that prosocial behaviour has on teacher perceptions of children. Existing theories and literature have not emphasised the subjectivity of prosociality in three aspects which this study sought to address. First, prosociality is an interaction rather than an objective behaviour. Second, prosociality is measured largely through third party ratings in childhood and is accurately perceived prosociality rather than objective prosociality. Thirdly, this perceived prosociality in school children was found to be associated with objective outcomes in later life. This study sought to examine this association and consider how potentially predictive power of prosocial ratings could be useful, for schools. This study also sought to classify influencing factors on prosocial development by dispositional and situational factors. Using mixed methods, the study used 194 ratings of the Goodman’s Strengths and Difficulties Prosocial Questionnaire provided by class teachers in North Aberdeenshire to examine teacher perception in seven studies. The study took a mixed method approach and applied critical realism theory in order to balance social constructionist with positivist approaches. Results from quantitative study found gender and deprivation effects on teacher ratings and associated overall ratings as being most strongly correlated with empathic concern. Prosocial perceptions were also found to influence teacher decision making regarding classroom seating. Qualitative data was gathered through semi-structured interviews finding prosociality is perceived by teachers as related to individual disposition, teaching methods to address weakness in the area are based on social rather than cognitive weaknesses and benefits of prosocial children are constructed as level of ease in classroom management.
Advisor / supervisor
  • Boyle, James
  • Daly, Clare
Resource Type
DOI

Relations

Items

Thumbnail Title Date Uploaded Visibility Actions
file details PDF of thesis T18051 2026-06-24 Public Download