engleski

RISK FACTORS AND PROSOCIAL TENDENCIES AMONG STUDENTS ENROLLED IN PRIMARY SCHOOL DAY INTERVENTION PROGRAM

The aims were (I) to define relations between risk factors and prosocial tendencies among students enrolled in day intervention program, (II) to determine whether gender, age or length of intervention could predict students’ prosocial tendencies and (III) to determine if gender, age or length of intervention could predict any of students’ risk factor dimensions. Educators and students enrolled in intervention guided by Youth Correctional Public Institution in Rijeka, Croatia which operates in six primaryy schools in Rijeka participated in this research. Eight educators and 64 students, 27 (42, 2%) of whom were boys and 37 (57, 8%) were girls responded positively to our request for participation in this research. Two instruments were used to collect the data: Risk Factor Questionnaire which measured 18 risk factor dimensions and Prosocial Tendencies Measure-Revised adjusted for young adolescents. In order to test the hypotheses, we used factor analysis, descriptive statistics, correlation, differential method and regression analysis. The data showed low risk rates among students. The students manifested highest risks in coping styles, hyperactivity and locus of control. Students who were involved in intervention for a longer period expressed emotionally-reactive prosocial behavior more often. Peer group risk was negatively connected to prosocial behavior. Compared to boys, greater risks at coping styles, hyperactivity and achievement were found among girls. Regression analysis showed that neither gender, age nor length of intervention were predictors of prosocial tendencies in students. Regarding risk factor dimensions, female sex was a significant predictor of hyperactivity, negative coping styles and achievement. Older age was a predictor of negative coping styles and a lack of motivation. Interestingly, length of intervention was not a predictor of decrease of any risk factor dimension. The results of this study indicate that girls possess more risks than boys regarding certain risk factors. Moreover, girls act less prosocially than boys. These unexpected findings are sufficiently interesting to foster further research. All in all, these findings can help educators set specific aims and plan their programs properly. The lack of decrease of risk factors in students who were in the intervention for a longer period can be explained by various reasons. First of all, overcapacity can be regarded as an essential problem. Furthermore, educators’ focus on writing homework and tutoring as well as the scarcity of pedagogic interventions should be also taken into consideration. Accordingly, educators should focus on those dimensions that have been proven by this research as potentially risky among students. They should also focus their attention to individual plans and programs for girls since they have proven to be at greater risk than boys, as well as it has been indicated that they tend to act less prosocially than boys.

early intervention program, primary school, risk factor, prosocial behavior

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