The Effects of Attributions of Others' Success and Self-Efficacy on Academic Helping Behavior in Upward Social Comparison

academic helping behavior;attribution;upward social comparison;self-efficacy;others;;success;370

사범대학 교육학과 ;

University:서울대학교 대학원

关键词: academic helping behavior;    attribution;    upward social comparison;    self-efficacyothers;    ;    success;    370;   

Others  :  http://s-space.snu.ac.kr/bitstream/10371/127921/1/000000136756.pdf

美国|英语

来源: Seoul National University Open Repository

【 摘 要 】

Helping behavior refers to actions that give time, effort, information for others’ benefit. Helping behavior of youth has been known for its positive effects in youth development. Especially, helping behavior in academic settings is an integral factor in education. However, Korean students have been reported to be relatively low in helping behavior and concern for others compared to those in other countries. This study attests to helping behavior in upward social comparison as Korean students often face fierce competition and compare themselves with superior classmates. It was designed to examine the effects of attributions of others’ success on academic helping behavior in upward social comparison as well as the moderating effect of self-efficacy on relations between attributions of others’ success and academic helping behavior. A total of 305 middle school students participated in the study. One’s perceived self-efficacy included measures of academic, empathic, and social self-efficacy. To manipulate an upward social comparison situation, students were compared with one of the classmates named Activity Friend, who received higher score than themselves. The attributions were manipulated by giving a statement that explains how the superior target received higher score: Effort vs. ability. Helping behavior was measured by two ways: self-report questionnaire and the number of studying tip they would give to the superior target. The results showed that there were significant differences in emotion and helping behavior between the types of attribution. Students in the effort attribution condition felt less negative emotion and reported higher both in intention to help and helping behavior. As a result of the moderating effects of self-efficacy, academic self-efficacy did not significantly moderate the relationship whereas empathic and social self-efficacy worked as a moderator of intention to help and academic helping behavior, respectively.This study indicated that students’ academic helping behavior toward the superior others varies depending on the types of attribution of the others’ success in an upward social comparison situation. In addition, this study highlighted the importance of self-efficacy in other areas, and showed that both interpersonal factor and intrapersonal factor have to be provided in order to develop students’ prosociality. Therefore, it will be necessary for school to be more involved in promoting students’ helping behavior.