Pupils’ prosociality and its relations to their meaning of life and teacher’s interaction style

Apply

Pupils’ prosociality and its relations to their meaning of life and teacher’s interaction style

Journal Title: Forum Pedagogiczne - Year 2018, Vol 8, Issue 2

Abstract

The study deals with pupils´ self-perceived prosocial behaviour and its correlations to pupils´ meaning of life and teacher’s interaction style. The pupils (14-and-15-years old) from lower secondary school were respondents of this research. The objective was to find out what relation exists between self-perceived prosocial behaviour and teacher ‘s interaction style. At the same time, we analysed the relation between pupils´ self-perceived behaviour and pupils´ meaning of life. It was shown that a teacher may improve self-perceived prosocial behaviour of pupils if he/she is evaluated with a higher score in the areas such as leadership, understanding and responsibility. On the contrary, if a teacher’s interaction style is strict, uncertain, dissatisfied and admonishing, it correlates negatively with self-perceived prosocial behaviour of pupils.

Authors and Affiliations

Anna Sádovská, Peter Kusý

Keywords

EP ID EP502790
DOI 10.21697/fp.2018.2.14
Views 83
Downloads 0