ЧИНИОЦИ ПРОСОЦИЈАЛНОГ И АГРЕСИВНОГ ПОНАШАЊА УЧ ЕНИКА ОСНОВНИХ ШКОЛА
FACTORS OF PROSOCIAL AND AGRESSIVE BEHAVIOR IN PRIMARY SCHOOL STUDENTS

Summary/Abstract: The development of prosocial behavior and prevention of aggressive behavior in students are imperatives of the primary education process in today’s primary schools. Consequently, our research aimed to establish whether there are statistically significant differences in prosocial and aggressive behavior based on gender, age and overall academic performance. Our sample consisted of 303 students of five primary schools in the city of Tuzla, whose behavior was evaluated by their class teachers, including homeroom teachers. The research instruments used were a questionnaire to elicit data on gender, age and academic performance based on average grades achieved across different subjects, and a scale for assessing prosocial and agressive behavior in students, which we adapted to our research needs. In accordance with our hypotheses, it was found that higher levels of prosocial behavior and lower levels of aggression were displayed by female students, as well as by students with higher academic performance relative to students with lower academic performance. Although statistically significant age differences in students’ prosocial and aggressive behavior were also observed, these differences contradicted our hypothesis. Namely, our findings indicated that younger students are more prosocial and less aggressive than older students. Even though prosocial behavior is, on average, more prevalent than aggressive behavior among students of both genders and of all ages and levels of academic performance, our findings suggest that the development of prosocial behavior (and, at the same time, prevention of aggression) among students should be further promoted, with a particular focus on male students, students with lower academic performance and students in higher grades (5-8) of primary school

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