CHAPTER ONE

INTRODUCTION

Background to the Study

In the bustling academic landscape, success isn't solely measured by intellectual prowess. The

classroom, a microcosm of society, reveals a multifaceted relationship of factors that shape a

student's journey. This study delves into the hidden currents beneath academic achievement,

exploring the profound influence of prosocial behavior and intrinsic academic interest. We

investigate whether these seemingly disparate elements – acts of kindness, empathy, and a

genuine curiosity for learning – truly predict a student's academic triumphs, paving way for a

nuanced perspective on the multifaceted nature of educational success.

One of the instruments used to assist people change their behavior and become better citizens

who would benefit society is education. According to the Federal Republic of Nigeria's

(FRN, 2013) National Policy on Education, one of the objectives of education in Nigeria is

the development of suitable skills, mental, physical, and social abilities and competencies to

enable the individual to live in and make a positive contribution to society. Therefore, it is

also possible to argue that a person's scientifically gained abilities and competencies can be

used to constructively impact society. This suggests that without a solid scientific foundation,

no country can advance significantly in terms of development.

According to Jegede (2019), chemistry is a topic of universal interest in human development

because of the practical applications of its knowledge that many pupils would encounter in

their future lives. Ojokuku (2020) states that the use of natural materials and the production

of synthetic ones are the focus of chemistry. Modern existence relies on the delivery of food,

machinery, and materials, all of which are made possible by the strength of chemical research

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(Samuel, 2018). At the senior secondary school level, the goals of chemistry education are to

demonstrate chemistry and its connection to industry, as well as the advantages and risks of

chemistry in daily life, and to offer a comprehensive course for those who do not plan to

pursue further education (Federal Ministry of Education, 2022).

Chemistry serves as a foundational discipline for numerous critical sectors, including

medicine, pharmacy, dentistry, agriculture, home economics, food science, and engineering.

Its significance underscores the imperative for robust chemistry education to meet the

burgeoning demands of scientific and technological advancement within both the public and

private sectors. A nation's scientific progress is inextricably linked to the effective utilization

of its natural resources. In Nigeria, a wealth of natural resources, encompassing solid

minerals (coal, columbite, tin, iron ore, kaolin, limestone, gold, uranium, etc.) and

agricultural produce (animal hides and skins, rubber, palm produce, groundnuts, cassava,

etc.), remain largely underutilized. Chemistry education plays a pivotal role in harnessing

these resources, facilitating their processing, and transforming them into valuable products

for national development (Adikwu & Abakpa, 2020).

Despite the undeniable importance of chemistry, student performance in the Nigerian Senior

School Certificate Examination (SSCE) has consistently demonstrated significant challenges.

Analysis of the West African Examinations Council (WAEC) Chief Examiners' reports

reveals a concerning trend. In 2021, the mean score for Chemistry Paper 2 plummeted to 29

with a standard deviation of 13.78, a stark decline from the 2017 mean score of 47 with a

standard deviation of 13.78. Similarly, the 2021 mean score for Chemistry Paper 3 (24) with

a standard deviation of 9.95 exhibited a marked deterioration compared to the 2020 mean

score of 26 with a standard deviation of 8. This persistent underperformance not only hinders

individual student success but also fosters a climate of disengagement and apathy towards

chemistry.

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While factors such as ineffective teaching methodologies, inadequate learning environments,

insufficient infrastructure, parental influence, birth order, academic self-efficacy, study

habits, and test anxiety have been extensively investigated by researchers (Olaniyi, 2019;

Okoye & Onokpaunu, 2020; Ilo & Unachukwu, 2020) as contributing to suboptimal student

achievement in Chemistry within Anambra State, particularly in Awka South Local

Government Area, the emergence of evolving technologies has introduced new complexities.

The pervasive influence of technology, while offering numerous benefits, can also serve as a

significant distraction, hindering students' focused engagement with academic pursuits and

consequently impacting their academic performance.

According to this study, academic curiosity and prosocial behavior may be important

determinants of chemistry students' academic success. The goal of this research is to better

understand the many elements that influence students' achievement in this important subject

area by examining how these variables interact.

Voluntary acts meant to help others or foster social harmony are referred to as prosocial

behavior. According to Adepegba (2023), these behaviors cover a broad spectrum of actions,

such as lending a hand, sharing, contributing, collaborating, and volunteering. Promoting

constructive social connections and community bonding, especially among young people,

requires prosocial activity. Prosocial behavior may be driven by moral principles, empathy,

or a desire for social acceptance (Solomon, 2015). According to Olukayode (2018), prosocial

behavior is a category of social activity that includes sharing, volunteering, empathy,

cooperation, and altruistic care for the welfare of others. Understanding the subtleties of

prosocial behavior, which can appear in various circumstances, requires an awareness of

these elements.

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Research consistently demonstrates that adolescents, particularly those in secondary school,

frequently exhibit prosocial behaviors. Studies by Quain et al. (2016) have highlighted the

crucial role of various factors, including peer influence, family values, and the educational

environment, in shaping the extent to which these prosocial behaviors are displayed.

It is reasonable to assume that similar patterns exist within the Awka South Local

Government Area of Anambra State. While specific research within this region may be

limited, the strong cultural emphasis on prosocial behavior within Nigerian society,

characterized by strong communal ties and a focus on collective well-being, likely fosters a

supportive environment for these behaviors to flourish.

Examples of prosocial behaviors commonly observed among Nigerian secondary school

students include assisting fellow classmates with their studies, actively participating in

community service initiatives, and demonstrating acts of kindness and support towards

others. These behaviors not only contribute to a positive and supportive learning environment

but also cultivate a strong sense of belonging and foster valuable social connections among

students.

Furthermore, the prevalence of prosocial behaviors within a school community can

significantly enhance social capital. By encouraging students to engage in activities that

benefit both themselves and others, schools can cultivate a more cohesive and supportive

environment where individuals feel valued and connected to their peers and the wider

community. This, in turn, can have long-term positive impacts on individual well-being,

social development, and the overall success of the school and its students. Adolescents who

actively engage in prosocial behaviors, such as assisting peers, volunteering, or participating

in collaborative projects, tend to cultivate stronger social connections and build more

extensive social networks. These robust social bonds provide a valuable support system,

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offering academic assistance, fostering motivation, and facilitating access to valuable

resources that ultimately contribute to improved learning outcomes. This finding is supported

by research conducted by Shirin (2020).

Furthermore, the display of cooperative behaviors within the classroom environment

significantly contributes to a more positive and conducive learning atmosphere. When

students actively collaborate and support each other, it fosters a sense of shared responsibility

and encourages mutual respect. This collaborative spirit enhances communication and

teamwork skills, enabling students to learn from each other and work together more

effectively towards common academic goals.

Research by Nekmat and Lee (2018) emphasizes the strong link between a supportive and

harmonious learning environment and improved academic performance. When students feel

safe, respected, and valued within the classroom, they are more likely to feel engaged,

motivated, and confident in their learning. Another variable examined in the present study to

check for possible association with academic achievement is students’ academic interest.

Interest is the kind of awareness inclination for understanding the world and acquiring

cultural and scientific knowledge. When students are interested in a certain field, they may

pay special attention to it, observing carefully, memorizing well and thinking actively. Only

by arousing students’ interest in learning chemistry can we enhance students’ enthusiasm for

learning; help them master Chemistry conceptual knowledge and techniques better, and form

the scientific spirit and attitude. According Eze (2016) students with an interest in a subject

like chemistry are likely to be more motivated to manage their own learning and develop the

requisite skills to become effective learners of Chemistry. Hence, interest in Chemistry is

relevant when considering the development of effective learning strategies for physics. In

contrast, anxiety about learning Chemistry can act as a barrier to effective learning. Students

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who feel anxious about their ability to cope in Chemistry learning situations may avoid them

and thus lose important career and life opportunities. Godpower-Echie and Ihenko (2017)

opined that teachers should try to identify a teaching approach, method that can motivate or

arouse students’ interest.

According to Mazer (2010), students who are interested in a subject tend to pay more

attention, concentrate better, feel better, and be more motivated to learn it. The psychological

condition of engaging with or having the propensity to return to a specific piece of content

over time is known as interest. Current interest theorists have distinguished three types of

interest: academic, situational, and personal (Harackiewicz & Hulleman, 2010). A person's

natural affinity or appreciation for an idea is known as personal interest. Over time, personal

interest is more persistent and characteristic. One could think of it as a temperament that

people carry with them from one situation to another. On the other hand, situational interest is

the interest that is prompted by the situational affiliation. Situational interest could emanate

from a good and conducive learning environment, use of instructional materials, and

application of appealing teaching approach or students’ centered teaching approach. It is

more momentary and depends on the environment s/he finds him- or herself. Situational

interest is a student's emotional state triggered by the context and content's interest, and it is

partially controlled by the teacher (Okafor, 2020). Academic interest is the type of interest

that is essential to both situational and personal interest in order to accomplish educational

goals. A student of chemistry, for example, who develops an innate or personal interest in the

subject and experiences situational interest engagement—such as well-trained teachers, the

integration of instructional material and method, and the teacher's personality trait—will

ultimately achieve well academically (Onah, 2022).

Teacher’s ability to arouse student interest is essential for higher achievement. Interest is

therefore the motivation in a learner which results in the option of object and activity that is

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enjoyable, profitable, and will ultimately bring complete satisfaction in itself (Serdyukov,

2017). According to some empirical research conducted in Nigeria, students' academic

performance is significantly improved by interest. Onah and Achufusi (2022) found that a

meta-conceptual teaching technique might increase students' attention, which in turn

enhanced their academic performance. Once more, Okafor (2020) observed that academic

interest might predict academic achievement up to 57% of the time, compared to 5% at first.

Interest could predict roughly 21.6% of students' academic progress in Chemistry (Ezike,

2018). Although interest is driven by gender, gender by itself does not significantly predict

accomplishment in Integrated Science, according to a gender-based study conducted by

Godpower-Echie and Ihenko (2017). Amelink (2012) discovered that students' interest in

STEM fields—science, technology, engineering, and mathematics—is a motivating factor for

learning skills necessary to do daily chores. This is especially true for female students.

Students have generally shown little interest in science courses (Amelink, 2012).

According to Wong and Wong (2019), interest is not a significant predictor of students who

already succeed well; rather, it only has a significant and favorable impact on the

achievement of low-achieving students. The literature on studies that assess interest as a

predictor of accomplishment among secondary school students in Awka South L.G.A. is

lacking, despite the significance of interest for academic achievement. Therefore, the purpose

of this study is to determine the extent to which prosocial behaviour and student interest

predicts their chemistry achievement in Awka South L.G.A. secondary schools.

Statement of the Problem

Academic achievement in Chemistry among secondary school students in Nigeria has been a

subject of concern for educators, educators, policy makers, and researchers. Despite the

importance of Chemistry as a foundational science subject for careers in STEM (Science,

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Technology, Engineering, and Mathematics), students’ performance in the subject remains

suboptimal (Adeyemi, 2020). While several factors, such as teaching methods, availability of

resources, and students’ cognitive abilities, have been extensively studied as predictors of

academic achievement, less attention has been given to the role of non-cognitive factors,

particularly prosocial behaviour and academic interest (Ogunleye & Babajide, 2021).

Prosocial behaviour defined as voluntary actions intended to benefit others, such as helping,

sharing, and cooperating, has been linked to positive academic outcomes in some contexts

(Caprara et al., 2018). However, the relationship between prosocial behaviour and academic

achievement in Chemistry remains underexplored, especially in Nigerian educational context.

Similarly, academic interest, which refers to a student’s intrinsic motivation and curiousity

toward a subject, has been identified as a critical predictor of academic success (Renninger &

Hidi, 2020). Yet, there is limited empirical evidence on how academic interest in Chemistry

specifically influences achievement among Nigerian school students, especially students in

Awka south Local Government Area, Anambra State.

The existing literature on academic achievement in Chemistry has predominantly focused on

cognitive and institutional factors, leaving a significant gap in understanding the role of

socio-emotional and motivational factors (Akinola, 2019). Furthermore, most studies in this

area have been conducted in Western context, with limited generalizability to sub-saharan

Africa, where cultural, social and educational systems differ markedly (Okebukola, 2022).

This study seeks to address these gaps by examining the extent to which prosocial behaviour

and academic interest predict academic achievement in Chemistry among Nigerian secondary

school students. by investigating these non-cognitive factors, this study aims to provide a

more holistic understanding of the determinants of academic achievement in Chemistry. The

findings could inform interventions that foster prosocial behaviour and enhance academic

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interest, thereby improving students’ performance in Chemistry and contributing to the

broader goal of STEM education development in Nigeria.

Purpose of the Study

The current study's primary objective is to find out how prosocial behaviour and academic

interest predict academic achievement among secondary school Chemistry students in Awka-

South L.G.A, Anambra State. In particular, this research aims to examine:

1. Prosocial behaviour as a predictor of academic achievement among secondary school

Chemistry students.

2. Academic interest as a predictor of academic achievement among secondary school

Chemistry students.

3. Prosocial behaviour and academic interest as joint predictors of academic achievement

among secondary school Chemistry students.

Significance of the Study

This study holds significant implications for theory, practice, and policy in the field of

education, particularly in the context of Chemistry education and STEM development in

Nigeria. By examining the roles of prosocial behavior and academic interest as predictors of

academic achievement in Chemistry, this research contributes to a more comprehensive

understanding of the factors that influence students' performance in science subjects. Below,

the significance of the study is discussed in detail.

Theoretical Significance: the study addresses a critical gap in the literature by exploring the

influence of non-cognitive factors, such as prosocial behavior and academic interest, on

academic achievement in Chemistry. While existing research has predominantly focused on

cognitive and institutional factors (Akinola, 2019; Adeyemi, 2020), this study shifts the focus

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to socio-emotional and motivational constructs, which have been understudied in the

Nigerian context. By integrating theories of social learning (Bandura, 1977) and self-

determination (Deci & Ryan, 1985), this research provides a theoretical framework for

understanding how prosocial behavior and intrinsic motivation interact to shape academic

outcomes. The findings will contribute to the growing body of knowledge on the role of non-

cognitive factors in academic success, particularly in STEM education (Caprara et al., 2018;

Renninger & Hidi, 2020).

Practical Significance: from a practical perspective, the findings of this study have the

potential to inform the development of targeted interventions aimed at improving students'

academic achievement in Chemistry. For instance, if prosocial behavior is found to be a

significant predictor of academic success, educators can incorporate collaborative learning

strategies and peer-assisted teaching methods into the Chemistry curriculum to foster

cooperation and mutual support among students. Similarly, if academic interest is identified

as a key factor, teachers can adopt innovative and engaging teaching methods, such as hands-

on experiments and real-world applications of Chemistry concepts, to stimulate students'

curiosity and intrinsic motivation (Ogunleye & Babajide, 2021). These practical strategies

can enhance students' performance and contribute to the overall improvement of STEM

education in Nigeria.

Policy Implications: the study also has important implications for educational policy. In

Nigeria, where the performance of students in STEM subjects has been a persistent challenge,

policymakers can use the findings of this research to design policies that promote prosocial

behavior and academic interest in schools. For example, the government could introduce

training programs for teachers to equip them with the skills needed to foster a supportive and

motivating classroom environment. Additionally, the study's findings could inform the

development of national curricula that emphasize the importance of socio-emotional learning

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alongside cognitive development. By addressing the non-cognitive factors that influence

academic achievement, policymakers can create a more holistic and effective educational

system (Okebukola, 2022).

Contribution to the Nigerian Context: this study is particularly significant for the Nigerian

educational context, where cultural and socio-economic factors often influence students'

academic outcomes. By focusing on Nigerian secondary school students, the research

provides insights that are culturally relevant and applicable to the unique challenges faced by

the country's education system. The findings will not only contribute to the local literature but

also offer a model for other sub-Saharan African countries grappling with similar issues in

STEM education (Adeyemi, 2020; Okebukola, 2022).

In conclusion, this study is significant because it addresses a critical gap in the literature,

provides practical strategies for improving academic achievement in Chemistry, and offers

policy recommendations that can enhance STEM education in Nigeria. By highlighting the

roles of prosocial behavior and academic interest, the research underscores the importance of

non-cognitive factors in shaping students' academic success, thereby contributing to a more

holistic understanding of educational outcomes.

Scope of the Study

This study is limited to both male and female SS2 students in 19 secondary schools in Awka

South Local Government Area of Anambra State, Nigeria. The study focused on the students’

scores in Biology subject as the measure of academic achievement.

Research Questions

The following research questions guided the study

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1. What is the predictive role of prosocial behaviour on academic achievement of secondary

school Chemistry students?

2. What is the predictive role of academic interest on academic achievement of secondary

school Chemistry students?

3. What is the joint predictive role of prosocial behaviour and academic interest on

academic achievement of secondary school Chemistry students?

Hypotheses

1. Prosocial behaviour will not significantly predict academic achievement among

secondary school Chemistry students.

2. Academic interest will not significantly predict academic achievement among secondary

school Chemistry students.

3. Prosocial behaviour and academic interest will not jointly and significantly predict

academic achievement among secondary school Chemistry students.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter presents a review of related literature under the following sub-headings:

Conceptual Review

Prosocial Behaviour

Academic Interest

Academic Achievement

Theoretical Framework

Social learning theory by Bandura (1977)

Self-determination theory by Deci and Ryan (1985)

Theoretical Studies

Empirical Studies

Summary of Review of Related Literature

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Conceptual Review

Key concepts in the title of this study are reviewed in this section as follows:

Prosocial Behaviour

Prosocial behavior refers to acts of kindness or assistance that people willingly do to help

others without expecting anything in return. As Olukayode (2018) explains, it involves

actions or plans designed to support others selflessly. Penner and Finkelstein (2020) describe

it as the ability to care about others' well-being and rights, feeling genuine concern and

empathy, and acting in ways that benefit them without seeking personal gain. Similarly,

Eisenberg, Yoon, and Suh (2016) define it as voluntary actions aimed at helping others,

driven by genuine care rather than the hope for external rewards.

Prosocial activities include showing love, loyalty, and support to individuals or groups,

offering help, and serving others without any expectation of repayment (Myers, 2016).

According to Afolabi (2018), prosocial behavior involves actions like helping, sharing,

donating, cooperating, and volunteering—essentially, anything that benefits others or society

as a whole. In this study, prosocial behavior is understood as voluntary actions meant to

support others, such as lending a hand, sharing resources, or working together. These actions

are focused on improving others' well-being and fostering positive social connections.

Academic Interest

Academic interest refers to a student's intrinsic motivation and curiosity toward learning and

engaging with educational content. It is a critical factor that influences academic

performance, persistence, and overall educational outcomes. According to Hidi and

Renninger (2006), academic interest is a psychological state that involves focused attention,

increased cognitive engagement, and a positive emotional response toward a specific subject

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or activity. This interest can be situational, emerging from immediate environmental stimuli,

or individual, reflecting a more enduring personal preference for certain topics or disciplines.

Research has shown that academic interest is closely linked to self-determination theory

(Deci & Ryan, 1985), which emphasizes the importance of autonomy, competence, and

relatedness in fostering intrinsic motivation. When students find personal relevance and

enjoyment in their studies, they are more likely to engage deeply and persist through

challenges (Ryan & Deci, 2000). Furthermore, Schiefele (1991) highlights that academic

interest enhances cognitive processing, leading to better comprehension, retention, and

application of knowledge.

Academic interest is also influenced by external factors such as teaching methods, classroom

environment, and peer interactions. For instance, teachers who use interactive and student-

centered approaches can stimulate curiosity and sustain interest (Krapp, 2002). Similarly, a

supportive and inclusive classroom climate can encourage students to explore and develop

their interests (Eccles & Wigfield, 2002).

In conclusion, academic interest is a complex concept that significantly influences how

students experience their education. Its growth is crucial for promoting academic

achievement and lifetime learning, and it is fueled by both internal and external factors.

Academic Achievement

Academic achievement refers to the extent to which a student has successfully attained their

educational goals, often measured through grades, test scores, and other performance

indicators. It is a critical outcome of the learning process and reflects a student's ability to

acquire, apply, and demonstrate knowledge and skills. Academic achievement is influenced

15
by a combination of personal, social, and environmental factors, making it a multifaceted

construct (Ali et al., 2020).

From a psychological perspective, academic achievement is closely tied to motivation and

self-regulation. According to Zimmerman (2019), students who set clear goals, monitor their

progress, and employ effective learning strategies are more likely to excel academically. Self-

efficacy, or the belief in one's ability to succeed, also plays a significant role in driving effort

and persistence, particularly in challenging academic tasks (Bandura, 2019). When students

feel confident in their abilities, they are more likely to engage deeply with their studies and

overcome obstacles.

Social and environmental factors also significantly impact academic achievement. For

instance, the quality of teacher-student relationships and the level of support from peers and

family can either enhance or hinder a student's performance (Wang & Eccles, 2020). A

positive and inclusive classroom environment fosters engagement and reduces anxiety,

enabling students to perform at their best. Additionally, socioeconomic factors, such as

access to resources and educational opportunities, can create disparities in academic

outcomes (Sirin, 2019).

Moreover, emotional well-being is increasingly recognized as a key contributor to academic

success. Students who experience high levels of stress or mental health challenges often

struggle to concentrate and perform well academically (Duckworth et al., 2019). On the other

hand, those who develop emotional resilience and coping strategies are better equipped to

handle academic pressures and maintain consistent performance.

Ultimately, academic success is a multifaceted and ever-changing result that is influenced by

a confluence of environmental factors, social support, and individual motivation. By having a

16
better understanding of these interrelated elements, educators and legislators may develop

plans to assist children realize their greatest potential.

Theoretical Frameworks

The social learning theory by Bandura (1977) and self-determination theory by Deci and

Ryan (1985) were adopted as theoretical frameworks guiding the present study.

Social Learning Theory (Bandura, 1977)

Social Learning Theory, proposed by Albert Bandura (1977), emphasizes the role of

observational learning, imitation, and modeling in shaping human behavior. According to this

theory, individuals learn behaviors, attitudes, and emotional reactions by observing others,

particularly influential figures such as parents, teachers, and peers. Bandura introduced the

concept of reciprocal determinism, which suggests that personal factors (e.g., cognition,

emotions), behavior, and the environment interact dynamically to influence learning and

behavior.

In the context of prosocial behavior and academic achievement among secondary school

students in Anambra State, Nigeria, Social Learning Theory provides a useful lens for

understanding how students acquire prosocial behaviors. For instance, students may observe

and imitate prosocial actions, such as helping peers or participating in group activities, from

role models like teachers or older students. These behaviors, when reinforced positively, can

become habitual and contribute to a supportive learning environment. Additionally, the

theory highlights the importance of a conducive school environment where prosocial

behavior is modeled and encouraged, as this can foster collaboration, reduce conflicts, and

enhance academic engagement.

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Furthermore, Social Learning Theory underscores the role of self-efficacy—the belief in

one's ability to succeed in specific situations. Students who observe their peers or mentors

successfully engaging in prosocial behaviors and achieving academic success are likely to

develop higher self-efficacy, which can motivate them to adopt similar behaviors and strive

for academic excellence. Thus, this theory aligns with the idea that prosocial behavior and

academic interest can be learned and reinforced through social interactions, ultimately

predicting academic achievement.

Self-Determination Theory (Deci & Ryan, 1985)

Self-Determination Theory (SDT), developed by Deci and Ryan (1985), focuses on the role

of intrinsic motivation and the fulfillment of three basic psychological needs—autonomy,

competence, and relatedness—in driving human behavior and well-being. According to SDT,

when these needs are met, individuals are more likely to experience intrinsic motivation,

leading to greater engagement, persistence, and satisfaction in their activities.

In relation to the study, SDT provides a framework for understanding how academic interest

and prosocial behavior can predict academic achievement among secondary school students.

Academic interest, as a form of intrinsic motivation, is likely to flourish when students feel

autonomous (i.e., they have a sense of choice and control over their learning), competent (i.e.,

they believe they can succeed academically), and related (i.e., they feel connected to their

peers and teachers). For example, when students find personal meaning and enjoyment in

their studies, they are more likely to engage deeply and perform well academically.

Prosocial behavior, which involves voluntary actions aimed at benefiting others, can also be

understood through the lens of SDT. Engaging in prosocial behaviors, such as helping peers

or collaborating on group projects, can fulfill the need for relatedness by fostering positive

social connections. Additionally, prosocial behavior can enhance students' sense of

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competence by providing opportunities to contribute meaningfully to their learning

environment. When students feel valued and supported, they are more likely to develop a

strong academic interest and achieve better academic outcomes.

In summary, both Social Learning Theory and Self-Determination Theory provide

meaningful ways to understand how prosocial behavior, academic interest, and academic

achievement are connected. Social Learning Theory shows us how students learn by

observing and imitating others, especially when they see positive behaviors like helping peers

or working together being modeled by teachers or classmates. On the other hand, Self-

Determination Theory focuses on the importance of feeling motivated from within—when

students feel a sense of control over their learning, believe in their abilities, and feel

connected to others, they are more likely to stay engaged and do well in school.

Together, these theories help paint a clearer picture of how these elements work together. For

example, when students observe prosocial behaviors and are encouraged to practice them,

they not only build stronger relationships but also create a more supportive learning

environment. At the same time, when students feel motivated and fulfilled in their

psychological needs, they are more likely to develop a genuine interest in their studies and

achieve better results. This combination of social learning and intrinsic motivation offers a

well-rounded understanding of what drives academic success among secondary school

students in Awka South L.G.A.

Theoretical Studies

Overview on Prosocial Behaviour

Prosocial behaviour denotes a constellation of voluntary acts intended to benefit or improve

the welfare of others. These behaviours are some of our intuitive, reflexive and even

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automatic acts (Zaki & Mitchell, 2016) that do not seem to provide a direct reward to the

person performing it (Batson & Shaw, 2021). Sometimes it can assume a social exchange

dimension in the form of reciprocal altruism when we help others in expectation of future

reciprocation by those we have helped. Generally, people have continued to show concern

over the expression of prosocial behaviour partly as a way of verifying the nexus between

personal and social needs and partly because, it is central to human social functioning

(Knafo-Noam, Uzefovsky, Israel, Davidor & Za-Waxler, 2015)

Prosocial behaviours, are defined as any voluntary behaviour primarily aimed at benefiting

another (Eisenberg, Spinard & Smith, 2016) or a broad category of acts that are defined by

society as generally beneficial to other people and the ongoing political system (Piliarin &

Schroeder, 2015). They are shaped by both cognitive (assessment of costs and rewards) and

affective (arousal and emotion) processes. They are broad and multidimensional constructs

that include cooperation, donation and volunteering (Padilla-Walker & Carlo, 2018). They

can be enacted among adolescents and is related to the resolution of social and academic

problems including truancy, suspension, school dropout and teenage pregnancy (Moore &

Allen, 2016). In a recent study, Ding, Shao, Sun, Xie, Li and Wang (2018) linked prosocial

behaviour to three sources of moral motivation with clear directions, a development that has

departed from prior research.

One investigation on the sources and perspectives of prosocial behaviour found that prosocial

behaviours of anonymous peers exert a profound influence on whether college students

reciprocated or not (Park & Shin, 2017). Moreover, prosocial behaviour in the form of

sharing, helping and cooperating is a hallmark of social competence throughout childhood

(Wentzel, 2015) while antisocial behaviours such as discrimination readily lead adolescents

to engage in health-risky behaviours such as drug use (Ottu & Oladejo, 2018). In the school

setting, prosocial behaviour should incorporate any action intended to help fellow students

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and others, especially in the course of learning. One motivation for prosocial behaviour is

altruism, or the desire to help others with no expectation of reward. Generally, it is

characterized by a concern for the right, feeling and welfare of other people (Cherry, 2018).

Behaviours that can also be described as prosocial include feeling of empathy and concern for

others and behaving in diverse ways that help or benefit other people. According to Batson

(2016), prosocial behaviours refer to “a broad range of actions intended to benefit one or

more people other than one self, and such behaviours can include helping, comforting,

sharing and cooperation”. The dimensions of prosocial behaviour are diverse, and have been

associated with a wide range of positive individual characteristics and outcomes (Flynn,

Ehrenreich, Beron & Underwood, 2015). Some studies have associated prosocial behaviour

with empathy (Batson, 2017); agreeableness (Caprara, Alessandri, Di Giunta, Panerai &

Eisenberg, 2020) and peer acceptance (Crick, 2016).

Prosocial behavior is a voluntary action that is intended to help or benefit another individual

or group of individuals. The consequences of a person’s actions and motivations include

sharing, comforting, rescuing, and helping. However, investigators have shown that there are

different types of pro-social behaviors and that these types are related differently to

theoretical constructs (Batson, Fultz & Schoenrade, 2021). Eisenberg et al (2018) identified

two types of pro-social behavior, namely, altruism and public pro-social behaviour.

Altruistic pro-social behaviors were defined as voluntary helping motivated primarily by

concern for the needs and welfare of another, often induced by sympathy responding and

internalized norms/principles consistent with helping others (Eisenberg and Fabes, 2020).

With this kind of pro-social behavior, because the helper is primarily concerned with the need

of others’ welfare, this behavior sometimes incurs a cost to the helper. Although scholars

have debated whether altruistic behaviors exist, there are at least three lines of evidence that

support the existence of altruism (Eisenberg et al., 2018). First, researchers have presented

21
evidence of the heritability of sympathy (Batson. & Shaw, 2021) which is deemed

evolutionarily adaptive. Second, there is longitudinal evidence of stability in the tendency to

behave in a pro-social manner across childhood and adolescence (Gilbert. and Fisk 2018).

And third, researchers have found significant associations between personality variables and

pro-social behaviors across different contexts (Eisenberg and Fabes, 2020).

Public pro-social behavior is the type in which people are motivated to behave in a

progressive manner when in public, at least in part, moved by a desire to gain the approval

and respect of others such as parent and peers and also to enhance one’s self-worth

(Eisenberg and Fabes, 2020). One common direction in research on pro-social behavior is to

find out whether others serve as witnesses to the potential Pro-social act. Researchers have

shown that helping conducted in front of others is sometimes associated with self-oriented

motives, although other researchers have pointed out that social desirability concerns are not

necessarily incompatible with pro-social behavior (Bar-Tal, 2018). Authors who have done

some work(s) on Pro-social behavior identified volunteerism as a predictor. Penner, Dovidio,

Piliavin and Schroeder (2018) defined volunteerism as volunteering which involves prosocial

action in an organizational context, which is planned and that continues for an extended

period. They continued to say that volunteerism differs from interpersonal helping in many

ways, but the most important of these differences is that, relative to interpersonal helping,

volunteering is less likely to result from a sense of personal obligation (Eisenberg and Fabes,

2018). That is, whereas most acts of interpersonal helping involve a sense of personal

obligation to a particular person, volunteering to work for a charity or service organization is

typically not motivated by such considerations.

Prosocial behavior encompasses voluntary actions aimed at benefiting or enhancing the well-

being of others. These behaviors are often instinctive, reflexive, and automatic (Zaki &

Mitchell, 2016), typically performed without the expectation of direct personal reward

22
(Batson & Shaw, 2021). At times, prosocial behavior may involve reciprocal altruism, where

individuals help others with the expectation of future reciprocation. The significance of

prosocial behavior lies in its ability to bridge personal and social needs, playing a crucial role

in human social functioning (Knafo-Noam et al., 2015).

Defined as actions primarily intended to benefit others (Eisenberg, Spinrad, & Smith, 2016),

prosocial behavior includes a wide range of activities deemed beneficial to individuals and

society (Piliavin & Schroeder, 2015). These behaviors are influenced by cognitive processes,

such as evaluating costs and rewards, and affective processes, such as emotional arousal.

They encompass diverse actions like cooperation, donation, and volunteering (Padilla-Walker

& Carlo, 2018). Prosocial behavior is particularly relevant among adolescents, as it is linked

to resolving social and academic issues such as truancy, school dropout, and teenage

pregnancy (Moore & Allen, 2016). Recent research by Ding et al. (2018) has expanded

understanding by connecting prosocial behavior to three distinct sources of moral motivation.

Studies have shown that the prosocial actions of anonymous peers significantly influence

whether college students reciprocate such behaviors (Park & Shin, 2017). Additionally,

prosocial behaviors like sharing, helping, and cooperating are key indicators of social

competence in childhood (Wentzel, 2015), while antisocial behaviors, such as discrimination,

often lead adolescents toward risky behaviors like drug use (Ottu & Oladejo, 2018). In

educational settings, prosocial behavior includes actions aimed at assisting peers and others

during learning. Altruism, or the selfless desire to help others without expecting rewards, is a

primary motivator for such behavior, reflecting concern for others' rights, feelings, and

welfare (Cherry, 2018). Prosocial behaviors also include empathy, concern for others, and

actions that benefit others in various ways. According to Batson (2016), these behaviors

encompass a wide range of actions intended to benefit others, such as helping, comforting,

sharing, and cooperating. Prosocial behavior is associated with positive individual traits and

23
outcomes, including empathy (Batson, 2017), agreeableness (Caprara et al., 2020), and peer

acceptance (Crick, 2016).

Prosocial behavior is defined as voluntary actions intended to benefit others, including

sharing, comforting, rescuing, and helping. Research has identified different types of

prosocial behaviors, each linked to distinct theoretical constructs (Batson, Fultz, &

Schoenrade, 2021). Eisenberg et al. (2018) categorized prosocial behavior into two types:

altruistic and public prosocial behavior.

Altruistic prosocial behavior involves voluntary helping driven primarily by concern for

others' needs and welfare, often motivated by empathy and internalized moral principles

(Eisenberg & Fabes, 2020). This type of behavior may come at a cost to the helper, as the

focus is on benefiting others. Despite debates about the existence of pure altruism, evidence

supports its presence, including the heritability of sympathy (Batson & Shaw, 2021), the

stability of prosocial tendencies from childhood to adolescence (Gilbert & Fisk, 2018), and

the correlation between personality traits and prosocial actions across contexts (Eisenberg &

Fabes, 2020).

Public prosocial behavior, on the other hand, is motivated by a desire for social approval,

respect, and enhanced self-worth, particularly when actions are observed by others

(Eisenberg & Fabes, 2020). Research has explored whether the presence of witnesses

influences prosocial acts, with some studies suggesting that public helping may be driven by

self-oriented motives, though social desirability concerns do not necessarily conflict with

prosocial behavior (Bar-Tal, 2018). Volunteerism, a form of prosocial behavior, involves

planned, sustained actions within organizational contexts and differs from interpersonal

helping in that it is less likely to stem from personal obligation (Penner et al., 2018). Unlike

interpersonal helping, which often involves a sense of duty to a specific individual,

24
volunteering is typically motivated by broader considerations, such as contributing to a cause

or organization.

Overview on Academic Interest

Academic interest refers to the curiosity, motivation, and engagement individuals exhibit

toward learning, research, and intellectual pursuits within educational settings. It is a critical

factor in shaping students' academic performance, persistence, and overall educational

outcomes (Renninger & Hidi, 2016). Academic interest is often driven by intrinsic

motivation, where individuals engage in learning activities for the inherent satisfaction and

enjoyment they derive from the process (Ryan & Deci, 2020). This concept is multifaceted,

encompassing cognitive, emotional, and behavioral dimensions that influence how students

approach and interact with academic content (Schiefele, 2017).

Theoretical Foundations of Academic Interest

Academic interest is rooted in several psychological and educational theories. Self-

Determination Theory (SDT) posits that intrinsic motivation, a key component of academic

interest, arises when individuals feel autonomous, competent, and related to others (Ryan &

Deci, 2020). Similarly, the Expectancy-Value Theory emphasizes that students are more

likely to develop interest in academic tasks when they perceive them as valuable and believe

they can succeed (Eccles & Wigfield, 2020). These theories highlight the importance of

fostering environments that support students' psychological needs and enhance their sense of

competence and relevance in academic pursuits.

Dimensions of Academic Interest

Academic interest can be categorized into two primary types: individual interest and

situational interest. Individual interest refers to a enduring predisposition to engage with

25
specific topics or activities over time, often driven by personal relevance and deep emotional

connection (Hidi & Renninger, 2019). In contrast, situational interest is temporary and

context-dependent, triggered by external factors such as engaging teaching methods, novel

materials, or peer interactions (Linnenbrink-Garcia et al., 2016). Both types of interest play a

crucial role in sustaining students' engagement and motivation in academic settings.

Factors Influencing Academic Interest

Several factors contribute to the development and maintenance of academic interest. These

include:

Instructional Practices: Teaching methods that promote active learning, such as problem-

based learning and collaborative activities, have been shown to enhance students' situational

interest (Rotgans & Schmidt, 2017). Additionally, providing autonomy-supportive

environments that allow students to explore topics of personal relevance can foster individual

interest (Reeve & Cheon, 2021).

Social Contexts: Peer and teacher relationships significantly influence academic interest.

Positive interactions with teachers who demonstrate enthusiasm and provide meaningful

feedback can increase students' engagement and interest (Wentzel, 2016). Similarly,

collaborative learning environments that encourage peer support and interaction can enhance

situational interest (Järvelä et al., 2019).

Personal Characteristics: Individual differences, such as prior knowledge, self-efficacy, and

goal orientation, also shape academic interest. Students with higher self-efficacy and

mastery-oriented goals are more likely to develop and sustain interest in academic tasks

(Schunk & DiBenedetto, 2020).

26
Cultural and Contextual Factors: Cultural values and societal expectations can influence

the types of academic activities students find interesting. For example, in cultures that

emphasize collectivism, students may develop greater interest in collaborative and

community-oriented tasks (King & McInerney, 2019).

Outcomes of Academic Interest

Academic interest is strongly associated with positive educational outcomes. Research has

shown that students with high levels of academic interest are more likely to achieve better

grades, demonstrate deeper conceptual understanding, and exhibit greater persistence in the

face of challenges (Harackiewicz et al., 2016). Furthermore, academic interest is linked to

long-term outcomes, such as career aspirations and lifelong learning (Schiefele, 2017). For

instance, students who develop a strong interest in science during their school years are more

likely to pursue STEM-related careers (Wang & Degol, 2017).

Challenges and Future Directions

Despite its importance, fostering academic interest remains a challenge in educational

settings. Factors such as standardized testing, rigid curricula, and lack of resources can

undermine students' intrinsic motivation and interest (Reeve & Cheon, 2021). Future research

should explore innovative strategies to sustain academic interest, particularly in

underrepresented and disadvantaged populations. Additionally, there is a need for

longitudinal studies to examine how academic interest evolves over time and its impact on

career development and lifelong learning (Hidi & Renninger, 2019).

Overview of Academic Achievement

Academic achievement refers to the mastery of principles, generalizations, and the ability to

manipulate objects, symbols, and ideas. It reflects an individual's academic performance in

27
specific subjects or overall educational progress. Wolman (2013) defines academic

achievement as the level of proficiency attained in scholastic or academic endeavors. It is

typically measured through standardized tests designed to align with the educational goals

and principles of a country. Academic achievement results from an active learning process,

supported by educational and training activities (Salomon, 2014).

While the motivation to succeed is a significant factor, students' perceptions of the causes

behind their success or failure also play a crucial role in shaping their academic outcomes.

According to Dweck and Leggett (2018), students who attribute their success to their efforts

or abilities are more likely to remain confident and expect future success. Conversely, those

who attribute their achievements to external factors, such as luck or circumstances beyond

their control, are more likely to doubt their abilities and struggle to achieve their goals.

Therefore, individuals who take personal responsibility for their successes and failures are

more likely to experience progress in their academic and personal lives.

Intelligence is often considered a critical determinant of academic achievement. Numerous

studies have found a positive correlation between intelligence and academic performance.

However, academic success is not solely dependent on intelligence. Other factors, such as

interest, aptitude, expectations, cognitive style, creativity, and aspirations, also significantly

influence a student's academic performance. Gupta (2013) proposed a model of academic

achievement that identifies three main categories of influencing factors:

Background Factors: These include characteristics such as parenting styles, home

environment, parent-child relationships, family size, family type, economic conditions,

parental education levels, and rural or urban residence.

Personality Factors: These encompass intelligence, creativity, thinking patterns, perception,

cognitive style, attitudes, motivation, and other learner-specific traits.

28
Institutional Factors: These involve elements related to the educational institution, such as

school climate, classroom environment, teacher characteristics, interpersonal relationships,

and teaching methods.

The significance of academic achievement has prompted numerous questions among

educational researchers. What factors contribute to student success? To what extent do

various factors influence academic excellence? Answering these questions is challenging due

to the complexity of human personality. Consequently, researchers have explored various

strategies and mechanisms to enhance academic performance. While some findings

complement each other, others may contradict, leaving a comprehensive understanding of

academic achievement elusive. Despite ongoing efforts, educational researchers worldwide

continue to seek a deeper understanding of this multifaceted phenomenon

Review of Empirical studies

Prosocial behaviour and Academic achievement

Limos et al. (2024) examined the relationship between prosocial behaviors and academic

achievement among students at the College of Teacher Education, Occidental Mindoro State

College-San Jose Campus. The primary objective was to determine whether levels of

prosocial behavior correlate significantly with academic performance, and to explore

potential differences based on demographic variables such as age, sex, year level, and

program. A descriptive research design was employed, involving a sample of 103 students

from various education programs for the academic year 2022-2023. Data were collected

using the bifactor model of the 16-item new prosociality scale and academic performance

records. The analysis revealed that while prosocial actions did not show a significant

correlation with academic achievement, prosocial feelings were positively associated with

academic performance. Significant differences were observed in prosocial behaviors based on

29
year level and academic program, with first-year students showing lower levels of prosocial

actions and feelings compared to their senior peers. Additionally, students in the Bachelor of

Elementary Education program exhibited higher levels of prosocial behaviors than those in

other programs. No significant differences were found based on age or sex.

Shirin (2020) conducted a study to explore the connection between academic achievement

and pro-social behavior among secondary school students. The research sheds light on how

common pro-social behavior is among students and examines whether there are any

differences between boys and girls in this regard. The study involved 150 ninth-grade

students from Dhaka, Bangladesh, who participated by completing demographic and pro-

social behavior questionnaires, as well as taking part in focus group discussions. To measure

academic achievement, the researchers used the students’ Grade Point Averages (GPA) from

their Junior School Certificate (JSC) exams, while pro-social behavior was assessed using a

specialized scale (SPBAS). The study used a mixed-method approach, combining both

qualitative and quantitative data collection and analysis. The results revealed that pro-social

behavior was quite common among the students, with girls displaying higher levels of such

behavior compared to boys. However, the correlation between pro-social behavior and

academic achievement was found to be weak. Interestingly, the qualitative findings suggested

that skills like cooperation and collaboration—key aspects of pro-social behavior—could still

play a role in helping students achieve academic success. The study also noted that students

who spent more time studying might have fewer social interactions but could still perform

well academically.

In 2018, Guo and colleagues conducted a study to explore how pro-social behavior might

positively influence the academic performance of Chinese children. The research involved

456 primary school students and aimed to understand the impact of pro-social behavior on

their academic success, as well as the mediating mechanisms at play. The team gathered data

30
through a variety of methods, including self-reports, peer ratings, peer nominations, and

cognitive tests. The findings revealed that pro-social behavior, whether reported by the

children themselves or their peers, was a strong predictor of better academic achievement.

Additionally, the study found that peer acceptance played a key role in this relationship,

acting as a bridge between pro-social behavior and academic success. These results

underscore the significance of pro-social behavior in helping children build positive peer

relationships and excel academically.

This relates to the present study. Both studies emphasize the significant role that pro-social

behavior plays in fostering positive outcomes, particularly in the context of social and

academic development. While the present research may have focused on different aspects or

populations, the core idea remains consistent: pro-social behavior—such as helping, sharing,

and cooperating—has a meaningful impact on individuals' social interactions and

achievements.

Academic Interest and academic achievement

Onah, et al. (2022) investigated academic interest as predictor of academic achievement of

secondary school Physics students in Enugu Education Zone of Enugu State. A correlational

survey research design was adopted for the study. Purposive sampling procedure was used in

selecting 244 Physics students comprising 105 males and 139 females from ten selected

schools in the Zone. Academic Interest Scale (AIS) adapted from Wong and Wong (2019)

and Students’ Achievement Scores obtained from their promotion examination results from

the schools used were used for data collection. The instruments (AIS) was validated by three

experts and tested for reliability using Cronbach’s alpha with the reliability index of 0.84.

Data were analyzed using multiple regressions. The results indicated that academic interest

31
relatively and significantly contributed 18% to the prediction of academic achievement of

secondary school Physics.

Mappadang et al. (2020) study aimed to assess student’s academic interest, learning attitude,

and learning quality as well as control variables for the academic performance improvement

of undergraduate students in Indonesia. This research employed a cross-section survey design

to 872 samples gained by disproportionate random sampling. The multinomial logit

regression model was employed to analyze academic performance. The results of the research

showed that academic interest was proved to determine significantly the academic

performance. However, the learning attitude and learning quality did not contribute to the

student’s academic performance. High academic interest students possessed a bigger chance

to have better academic performance. Meanwhile, learning attitude and learning quality

indicated otherwise, decrease the students’ academic performance.

In a 2020 study by Okafor, the relationship between student interest and academic

performance in physics was explored among secondary school students in Anambra State,

Nigeria. The research involved 300 SSII students (134 boys and 166 girls) selected from 254

public secondary schools across the state's six education zones. Using a correlational research

design, the study aimed to predict how student interest influences academic outcomes in

physics. Data was collected using the Physics Interest Scale (PIS) and students' terminal

continuous assessment results. Both tools were tested for validity and reliability, with a high

Cronbach Alpha coefficient of .87, indicating strong reliability. The data was analyzed using

hierarchical regression, revealing that student interest accounted for approximately 57% of

the variance in academic achievement in physics. The study concluded that students who

develop a stronger interest in physics are likely to achieve higher academic success in the

subject.

32
Summary of Literature Review

The literature review aimed to investigate the relationship between secondary school

chemistry students' academic achievement, academic interest, and prosocial behaviour. The

study defined and operationalized academic achievement, prosocial behaviour, and academic

interest. The research is grounded in two key theoretical frameworks: Bandura's (1977)

Social Learning Theory and Deci and Ryan's (1985) Self-Determination Theory. The

theoretical discussions explored the connections between academic interest and student

achievement, as well as pedagogical perspectives on prosocial behaviour and its impact on

chemistry students' academic achievement. Empirical studies reviewed focused on existing

scholarly works relevant to the topic. Based on the researcher's knowledge and within the

scope of this study, there appears to be little to no research examining prosocial behaviour

and academic interest as predictors of academic achievement among secondary school

chemistry students in Awka South Local Government Area of Anambra State. This gap in the

literature underscores a lack of understanding regarding how these variables interact within

the Nigerian cultural context. The current study aims to fill this gap by addressing this

underexplored area.

33
 CHAPTER THREE

METHOD

In this chapter, the methods utilized to conduct the study were explained. Research design,

study area, study population, sample and sampling procedure, instrument for data collection,

instrument validation, instrument reliability, data collection method, and data analysis

method are the subheadings under which they are provided.

Research Design

The research design used in the study was a cross-sectional survey. Data from a sample of

participants is gathered at one particular moment in time as part of a cross-sectional study

design. Since the study's goal is to determine how prosocial behavior and academic curiosity

influence academic achievement among secondary school chemistry students in Awka South

Local Government of Anambra State, the design was deemed suitable.

Area of the Study

Anambra State, nestled in the heart of southeastern Nigeria, is a region rich in both natural

resources and human potential. It shares borders with Enugu, Delta, Kogi, Imo, and Abia

states, forming a vibrant tapestry of cultures and traditions. The state is predominantly

inhabited by the Igbo people, renowned for their entrepreneurial spirit and strong emphasis

on education.

Awka, the state capital, serves as a testament to Anambra's industrious nature. It stands as a

hub for Nigeria's metalwork and carving industries, showcasing the state's artistic and

creative prowess. This emphasis on skill and craftsmanship extends to the broader

educational landscape. Anambra boasts a high literacy rate and a robust network of primary

and secondary schools, with enrollment figures consistently ranking among the highest in the

34
nation. The state is further divided into six education zones: Awka, Onitsha, Ogidi, Aguata,

Otuocha, and Nnewi, each contributing to the state's academic excellence.

Beyond education, Anambra is blessed with abundant natural resources. The state possesses

reserves of natural gas, crude oil, and bauxite, offering significant potential for economic

growth. Additionally, its fertile lands support a thriving agricultural sector, encompassing

farming, fisheries, and animal husbandry. This diverse resource base provides a solid

foundation for sustainable development and economic prosperity.

However, recent years have witnessed a shift in Anambra's educational trajectory. The state,

once a consistent leader in national academic rankings, has experienced a decline in its

performance on the West African Examinations Council (WAEC) exams. This unexpected

downturn has prompted a closer examination of the factors influencing student achievement.

Population of the Study

All senior secondary year two (SS2) students from the 19 public secondary schools in the

Awka South Local Government Area of Anambra State made up the study's population. SS II

students were chosen because, in contrast to SS III, they do not take major external

examinations; however, any academic achievement gaps found in SS II students could be

addressed before the students are fully prepared for the annual WAEC and NECO exams in

SS III.

Sample and Sampling Techniques

Using a simple random sampling technique, 10 schools were selected out of the 19 public

secondary schools in Awka South Local Government Area of Anambra State. The research

then randomly selected 26 students each from these selected 10 public schools in Awka South

L.G.A using ballot system. A simple random sampling procedure is a probabilistic sampling

35
technique where all participants are given equal opportunity to be selected for a study. A

sample of 260 chemistry students were randomly selected to participate in the present study.

Instrument for Data Collection

Two research instruments were used in the present study to measure the constructs in the

study. These instruments include: Prosocialness Scale by Caprara et al. (1998) and Academic

Interest Scale for Adolescents by Lou et al. (2019).

Prosocialness Scale (Caprara et al., 1998)

The prosocialness scale by Caprara et al. (1998) is a self-reported questionnaire that measures

the level of individual prosocial behaviour. This is a 16-item scale structured in a 5 – point

Likert response format, ranging from 1 (Never/almost never) to 5 (Always/almost always).

The scale focuses on directly measuring prosocial tendencies. For instance, items may

include statements like "I share my possessions with friends" and "I readily volunteer my

time to assist those in need." Higher scores on the scale signify a greater propensity for

prosocial behaviors, while lower scores indicate lower levels of prosociality.

Academic Interest Scale (Lou et al., 2019)

The Academic Interest Scale for Adolescents (AISA) by Lou et al. (2019) is a 29-item self-

report measure designed to assess academic interest across different school subjects in

Chinese adolescents. Based on the four-phase interest development model, the AISA

comprises four dimensions; Emotion (reflects feelings and enjoyment associated with

learning), Value (emphasizes the perceived importance and usefulness of the subject),

Knowledge (focuses on the perceived level of understanding and mastery of the subject

matter), and Engagement (captures the level of involvement and active participation in

learning activities). Each item is rated on a Likert scale ranging from “strongly disagree” (1)

36
to “strongly agree” (2), allowing for the quantification of adolescents' academic interest

across these four key dimensions. Items on this scale include, “the knowledge of Chemistry is

important” and “I am interested in Chemistry”. All items on this scale are direct scored items.

High score indicates high interest levels and vice versa.

Academic Achievement

The academic achievement test was measured using the term score of Chemistry students

made available by their form teachers. These scores were used to measure their achievement

levels.

Validation of the Instruments.

The Prosocialness Scale (PS) and Academic Interest Scale for Adolescents (AISA) are well-

established, standardized instruments widely used in educational research to measure

individual differences in prosocial behavior and academic interest, respectively. To ensure

the appropriateness and relevance of these scales for the specific context of this study, a

rigorous process of face validity was undertaken.

Two esteemed experts from the Department of Science Education at Nnamdi Azikiwe

University, both distinguished lecturers with extensive experience in the field, were invited to

independently review the research objectives, research questions, hypotheses, and draft

versions of the PS and AISA questionnaires. These experts were provided with a

comprehensive overview of the study's rationale and methodology.

Their critical evaluation focused on assessing whether the items within each scale were:

1. Clear and unambiguous: Ensuring that the language used in the items was easily

understandable and free from any ambiguity that could potentially confuse or mislead

participants.

37
2. Relevant to the study's objectives: Confirming that the items directly addressed the core

constructs of prosocial behavior and academic interest as defined within the study's

framework.

3. Culturally appropriate: Ensuring that the language and content of the items were

culturally sensitive and appropriate for the specific context of the study population in

Anambra State, Nigeria.

4. Comprehensive in scope: Evaluating whether the scales adequately covered the full range

of dimensions and facets associated with prosocial behavior and academic interest.

Based on their expert feedback, necessary modifications and refinements were made to the

instruments to enhance their clarity, relevance, and overall quality. This rigorous process of

expert review ensured that the PS and AISA were optimally suited for data collection and

analysis within the framework of this specific research study.

Reliability of the Instrument

Prior to the main data collection phase, a rigorous pilot study was conducted to assess the

reliability of the research instruments: the Prosocialness Scale (PS) and the Academic Interest

Scale for Adolescents (AISA). This crucial step aimed to ensure the internal consistency of

the instruments and identify any potential issues that might arise during data collection.

Utilizing a random sampling technique, a representative sample of 30 secondary school

students, demographically similar to the target population for the main study, was selected for

the pilot test. Informed consent was obtained from each participant prior to their involvement.

The pilot study involved the distribution of 30 copies of the research instruments to the

selected participants. Subsequently, the reliability of each instrument was assessed using

Cronbach's alpha, a widely recognized statistical measure of internal consistency.

38
The results of the pilot test were highly encouraging. The Prosocialness Scale (PS)

demonstrated excellent internal consistency with a Cronbach's alpha coefficient of α = .84.

Similarly, the Academic Interest Scale for Adolescents (AISA) exhibited strong internal

consistency, achieving a Cronbach's alpha coefficient of α = .80. These robust reliability

coefficients provided strong evidence for the internal consistency of both instruments and

instilled confidence in their ability to accurately and reliably measure the constructs of

prosocial behavior and academic interest within the context of this study.

Method of Data Collection

To ensure efficient and accurate data collection, a collaborative approach was employed. The

primary researcher, in conjunction with two research assistants who were also experienced

teachers within the sampled schools, administered the research instruments. Prior to data

collection, the research assistants underwent a comprehensive briefing session. This session

covered the study's objectives, the rationale for data collection, and detailed instructions on

the proper administration and handling of the questionnaires. This collaborative approach

aimed to enhance data quality by minimizing potential errors and ensuring consistent data

collection procedures across all participating schools.

The involvement of research assistants proved invaluable in several ways. Firstly, their in-

depth knowledge of the school environment and their existing relationships with students

facilitated smoother data collection processes. Secondly, their active participation helped

ensure that the intended target sample was accurately identified and recruited for the study.

To maintain consistency and minimize potential biases, data collection within each selected

school was conducted on a single day. This streamlined approach ensured that all participants

within a particular school completed the questionnaires under similar conditions. The entire

39
data collection process, spanning across all selected schools, was successfully completed

within a two-week period.

Method of Data Analysis

The primary objective of this study was to investigate the predictive relationship between

prosocial behavior, academic interest, and academic achievement among secondary school

chemistry students in Awka South Local Government Area. To achieve this, a robust

statistical approach was deemed necessary.

Given the research question, which sought to determine the extent to which prosocial

behavior and academic interest could predict variations in academic achievement, multiple

regression analysis was identified as the most suitable statistical technique. Multiple

regression analysis is a powerful statistical method that allows researchers to examine the

combined predictive influence of multiple independent variables (in this case, prosocial

behavior and academic interest) on a single dependent variable (academic achievement).

Analysis of data collected was done using SPSS (version 25).

40
 CHAPTER FOUR

RESULTS

This chapter presents the summary of the study analysis on prosocial behavior and academic

interest as predictors of academic achievement among secondary school chemistry students.

Table 1: Summary table of the Mean and Standard deviations: A descriptive statistics.

Variable Mean SD N

Academic Achievement 55.63 13.577 260

Prosocial Behaviour 18.81 6.010 260

Academic Interest 51.90 17.512 260

Table 1 presents the descriptive statistics for the study variables. The sample comprised 260

secondary school chemistry students in Awka South Local Government Area. The mean

score for academic achievement was 55.63 with a standard deviation of 13.58. The mean

score on the prosocial behavior scale was 18.81, with a standard deviation of 6.00. Finally,

the mean score on the academic interest scale was 51.90, with a standard deviation of 17.51.

These descriptive statistics provide a preliminary overview of the distribution of scores for

each variable within the study sample.

Research Question 1: What is the predictive role of prosocial behaviour on academic

achievement among secondary school chemistry students in Awka South L.G.A?

Table 2: Regression table, showing the predictive role of prosocial behaviour on academic

achievement among secondary school Chemistry student in Awka South L. G. A.

Variable Beta (β) t P. value N

41
Prosocial behaviour .239 4.406 .000 260

Dependent variable: Academic Achievement

The findings presented in Table 2 revealed a statistically significant and positive predictive

relationship between prosocial behavior and academic achievement among the secondary

school Chemistry students in Awka South Local Government Area. The regression analysis

indicated a standardized beta coefficient (β) of .239 (p < .05), signifying a moderate positive

association. This finding provides compelling evidence that higher levels of prosocial

behavior are significantly associated with increased academic success among these students.

Hypothesis 1: Prosocial behaviour will not significantly predict academic achievement

among secondary school chemistry students in Awka south L. G. A.

Results depicted in table 2 reveal that prosocial behaviour significantly and positively

predicted academic achievement among chemistry students. based on this observation, the

hypothesis stating that “Prosocial behaviour will not significantly predict academic

achievement among secondary school chemistry students in Awka south L. G. A.” is hereby

not accepted.

Research Question 2: What is the predictive role of academic interest on academic

achievement among secondary school chemistry students in Awka South L.G.A?

Table 3: Regression table, showing the predictive role of academic interest on academic

achievement among secondary school Chemistry student in Awka South L. G. A.

Variable Beta (β) t P. value N

Academic interest .417 7.667 .000 260

42
Dependent variable: Academic Achievement

The regression analysis, as depicted in Table 3, revealed a statistically significant and

positive predictive relationship between academic interest and academic achievement among

the secondary school Chemistry students in Awka South Local Government Area. A

standardized beta coefficient (β) of .417 (p < .05) was observed, indicating a moderate to

strong positive association. These findings strongly suggest that higher levels of academic

interest are significantly correlated with enhanced academic success within this student

population

Hypothesis 2: Academic interest will not significantly predict academic achievement among

secondary school chemistry students in Awka south L. G. A.

findings in table 3 suggests that academic interest significantly and positively predicted

academic achievement among chemistry students. based on this observation, the hypothesis

stating that “academic interest will not significantly predict academic achievement among

secondary school chemistry students in Awka south L.G.A.” is hereby not accepted.

Research Question 3: What is the joint predictive role of prosocial behaviour and academic

interest on academic achievement of secondary school chemistry students in Awka South

L.G.A?

Table 4: Multiple regression model showing the joint predictive role of prosocial behaviour

and academic interest on academic achievement of secondary school chemistry students in

Awka South L.G.A

R R2 Adjusted Std. Durbin df F value Sig.

43
 R2 error Watson

.494 .244 .238 11.85 2.183 2/257 41.47 .000

Dependent variable: Academic achievement

Predictors: Academic interest, Prosocial behaviour

Multiple regression analysis (Enter Method) revealed that the combined effect of prosocial

behavior and academic interest significantly predicted academic achievement among the

secondary school Chemistry students. The model, as shown in Table 4, accounted for 24.4%

of the variance in academic achievement (R = .494, R² = .244, F (2, 257) = 41.47, p < .001),

indicating a strong predictive power.

Hypothesis 3: Prosocial behaviour and academic interest will not jointly and significantly

predict academic achievement among secondary school chemistry students in Awka South

L.G.A

Based on findings in table 4, prosocial behaviour and academic achievement jointly and

significantly predicts academic achievement among secondary school chemistry students in

Awka South L.G.A. Hence, the third hypothesis which states that “Prosocial behaviour and

academic interest will not jointly and significantly predict academic achievement among

secondary school chemistry students in Awka South L.G.A” is hereby not accepted.

44
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

In response to research question 1, the data analysis presented in Table 2 reveals that

prosocial behaviour significantly predicts the academic achievement of secondary school

Chemistry students. This finding led to the rejection of the hypothesis stating, “Prosocial

behaviour will not significantly predict academic achievement among secondary school

Chemistry students.” The positive relationship suggests that students who exhibit higher

levels of prosocial behaviour are more likely to achieve better academic results, while a

decline in prosocial behaviour is associated with poorer academic performance. This result

aligns with the findings of Gou et al. (2018), who demonstrated that prosocial behaviour,

whether self-reported or observed by peers, strongly predicts improved academic

achievement. However, Shirin (2020) reported a weaker correlation between prosocial

behaviour and academic achievement, though qualitative insights from their study

highlighted the potential role of cooperation and collaboration—key aspects of prosocial

behaviour—in fostering academic success. Interestingly, Limos et al. (2024) found that while

prosocial actions did not significantly correlate with academic achievement, prosocial

feelings were positively linked to academic performance.

Regarding research question 2, the data analysis in Table 3 indicates that academic interest

significantly and positively predicts academic achievement among secondary school

Chemistry students. This positive relationship implies that students with a strong academic

interest tend to achieve higher academic scores, whereas those with lower interest levels tend

to perform poorly. Consequently, the hypothesis stating, “Academic interest will not

significantly predict academic achievement among secondary school Chemistry students,”

45
was rejected. This finding is consistent with the work of Onah et al. (2022), who found that

academic interest significantly contributed to the academic achievement of secondary school

Physics students. Similarly, Mappadang et al. (2020) identified academic interest as a key

determinant of academic achievement, surpassing the influence of students’ learning attitudes

and quality.

Research question 3 explored the combined predictive role of prosocial behaviour and

academic interest on the academic achievement of secondary school Chemistry students. The

study found that these two variables jointly predict academic achievement, accounting for

24.4% of the variation in students’ academic performance. This result led to the rejection of

the third hypothesis, which stated, “Prosocial behaviour and academic interest will not jointly

and significantly predict academic achievement among secondary school Chemistry

students.” This finding aligns with Deci and Ryan’s (1985) Self-Determination Theory

(SDT). According to SDT, academic interest, as a form of intrinsic motivation, thrives when

students experience autonomy (a sense of control over their learning), competence

(confidence in their academic abilities), and relatedness (connection to peers and teachers).

For instance, when students find personal meaning and enjoyment in their studies, they are

more likely to engage deeply and excel academically. Similarly, prosocial behaviour, which

involves actions aimed at benefiting others, fulfills the need for relatedness by fostering

positive social interactions. For example, helping peers or collaborating on group projects can

strengthen social bonds and contribute to a supportive learning environment, further

enhancing academic achievement.

Conclusion

In conclusion, this study shows that both prosocial behaviour and academic interest play

important roles in shaping the academic achievement of secondary school Chemistry

46
students. The results indicate that students who display more prosocial behaviours, such as

helping others and working collaboratively, tend to perform better academically. Similarly,

students with a strong interest in their studies are more likely to achieve higher grades

compared to those who are less engaged. Together, these two factors—prosocial behaviour

and academic interest—explain about 24.4% of the differences in students’ academic

performance. These findings support Deci and Ryan’s (1985) Self-Determination Theory,

which highlights the importance of feeling connected, competent, and in control of one’s

learning as key drivers of success.

This research adds to our understanding of what influences academic achievement,

particularly in the Nigerian context, and offers practical insights for educators and

policymakers aiming to support students’ growth and success

Implications of Findings

1. Theoretical Implications: The study's conclusions offer compelling evidence in favor of

Deci and Ryan's (1985) Self-Determination Theory (SDT), especially when it comes to

academic success. The study highlights the significance of autonomy, competence, and

relatedness in promoting student motivation and performance by showing that prosocial

behavior—which satisfies the need for relatedness—and academic interest—a type of

intrinsic motivation—significantly predict academic success. This advances the

theoretical knowledge of how social and internal factors interact to affect learning

outcomes. By applying these ideas to the Nigerian educational system, the study also fills

a vacuum in the literature by providing insights into how contextual and cultural factors

may influence the relationship between these variables.

2. Empirical Implications: This work contributes empirically to the expanding corpus of

research on academic achievement determinants, especially in the area of science

47
 education. Although prosocial behavior and academic interest have been studied

separately in the past, this study shows how powerful they are when combined to predict

academic achievement, which accounts for 24.4% of the variance. This result emphasizes

the necessity of future research that looks at several variables at once rather than

separately. Additionally, by concentrating on secondary school chemistry students in

Nigeria—a situation that has received little attention—the study fills a vacuum in the

literature. This creates opportunities for more studies in comparable contexts to confirm

and build on these results.

3. Practical Implications: From a practical standpoint, the study provides insightful

information for educators, school officials, and legislators. Since prosocial behavior and

academic success are strongly correlated, schools ought to support peer-supporting

activities like group projects and tutoring programs that foster cooperation, teamwork,

and collaboration. Similar to this, encouraging academic interest necessitates developing

meaningful and captivating learning opportunities that let students relate to the material.

By using interactive lessons, student-centered teaching strategies, and real-world

applications, educators can accomplish this. The results also emphasize how crucial it is

to have a nurturing learning atmosphere in schools where students feel included, capable,

and inspired to learn. Teachers can contribute to better academic results and general

student well-being by addressing these factors.

Recommendations

Based on the findings of this study, the following recommendations are proposed to enhance

academic achievement among secondary school Chemistry students:

1. Encourage Prosocial Behavior in Schools: By including peer mentoring programs, group

projects, and cooperative activities into the curriculum, schools can actively encourage

48
 prosocial behavior in their pupils. In addition to fostering a sense of community, teachers

can improve academic achievement by giving students opportunity to collaborate,

exchange knowledge, and support one another. Schools could also host seminars or

campaigns to increase understanding of the value of prosocial behavior and how it affects

education.

2. Encourage Academic Interest Through Inspiring Teaching Strategies Teachers should use

instructional strategies that make learning more dynamic, relevant, and pleasurable in

order to increase students' interest in chemistry and other disciplines. To make lessons

more interesting, this can entail utilizing technology-based resources, practical activities,

and real-world examples. In order to assist students, comprehend the importance and

relevance of what they are learning, teachers should also make an effort to relate the

material to their individual interests and long-term objectives.

3. Teachers should receive professional development since they have a significant influence

on students' prosocial behavior and academic interest. Schools should thus fund

professional development initiatives that give educators the tools they need to inspire

students, foster inclusive learning environments, and encourage group projects. Training

sessions could concentrate on employing student-centered teaching methods, controlling

group dynamics, and encouraging intrinsic drive.

4. Perform Additional Research in Diverse situations: Although this study offers insightful

information, more investigation is required to examine the connection between academic

achievement, prosocial behavior, and academic curiosity in other cultural and educational

situations. Future research could look into how these factors affect students' academic

paths and employment decisions over the long run. Researchers should also look at how

other elements, such socioeconomic status, school resources, and family participation,

49
 affect these results. This would guide focused actions and contribute to a more thorough

knowledge of the elements affecting academic success.

Limitation of the Study

1. The outcome could be impacted by the potential for some respondents to provide

dishonest answers. Nonetheless, there were enough replies for the results to be

meaningfully generalized.

2. Although the research findings are significant, they cannot be applied to all secondary

school students because the study was limited to Awka South secondary school student

3. There are other factors besides prosocial behaviour and academic interest that affect

academic achievement.

Suggestions for further Research

To build on the findings of this study and address gaps in the existing literature, the following

suggestions are proposed for further research:

1. Future studies could investigate the influence of additional motivational factors, such as

self-efficacy, goal orientation, and resilience, on academic achievement. Understanding

how these factors interact with prosocial behaviour and academic interest could provide a

more comprehensive picture of what drives student success. For example, researchers

could examine whether students with high self-efficacy are more likely to engage in

prosocial behaviour or maintain academic interest over time.

2. While this study focused on the immediate relationship between prosocial behaviour,

academic interest, and academic achievement, future research could explore the long-term

effects of these variables. Longitudinal studies could track students over several years to

determine whether early prosocial behaviour and academic interest predict later academic

50
 outcomes, career choices, or personal development. This would provide valuable insights

into the lasting benefits of fostering these traits in students.

3. Further research should examine how cultural and contextual factors influence the

relationship between prosocial behaviour, academic interest, and academic achievement.

Comparative studies across different regions, countries, or educational systems could

reveal how cultural norms, teaching practices, and societal expectations shape these

dynamics. For instance, researchers could compare findings from Nigeria with those from

other countries to identify universal patterns or context-specific differences.

4. Future studies could focus on designing and testing intervention programs aimed at

enhancing prosocial behaviour and academic interest among students. For example,

researchers could create school-based initiatives that promote collaboration, teamwork,

and intrinsic motivation, then evaluate their effectiveness in improving academic

achievement. Such studies could also explore the role of teachers, parents, and peers in

supporting these interventions, providing practical recommendations for educators and

policymakers.

51
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59
 Appendix A
Regression

Descriptive Statistics
Mean Std. Deviation N
Academic Achievement 55.63 13.577 260
Prosocial Behaviour 18.81 6.010 260
Academic Interest 51.90 17.512 260

Correlations
Academic Prosocial Academic
Achievement Behaviour Interest
Pearson Correlation Academic Achievement 1.000 .267 .432
Prosocial Behaviour .267 1.000 .065
Academic Interest .432 .065 1.000
Sig. (1-tailed) Academic Achievement . .000 .000
Prosocial Behaviour .000 . .149
Academic Interest .000 .149 .
N Academic Achievement 260 260 260
Prosocial Behaviour 260 260 260
Academic Interest 260 260 260

Variables Entered/Removeda
Variables
Model Variables Entered Removed Method
1 Academic Interest, . Enter
Prosocial
Behaviourb
a. Dependent Variable: Academic Achievement
b. All requested variables entered.

Model Summaryb
Std. Error of the
Model R R Square Adjusted R Square Estimate Durbin-Watson
a
1 .494 .244 .238 11.851 2.183
a. Predictors: (Constant), Academic Interest, Prosocial Behaviour

60
b. Dependent Variable: Academic Achievement

ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 11647.828 2 5823.914 41.465 .000b
Residual 36096.460 257 140.453
Total 47744.288 259
a. Dependent Variable: Academic Achievement
b. Predictors: (Constant), Academic Interest, Prosocial Behaviour

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 28.689 3.163 9.071 .000
Prosocial Behaviour .541 .123 .239 4.406 .000
Academic Interest .323 .042 .417 7.667 .000
a. Dependent Variable: Academic Achievement

Residuals Statisticsa
Minimum Maximum Mean Std. Deviation N
Predicted Value 41.21 75.30 55.63 6.706 260
Residual -28.879 26.362 .000 11.805 260
Std. Predicted Value -2.151 2.932 .000 1.000 260
Std. Residual -2.437 2.224 .000 .996 260
a. Dependent Variable: Academic Achievement

61
 Appendix B

Reliability

Scale: Prosocialness Behaviour

Case Processing Summary

N %
Cases Valid 30 100.0
a
Excluded 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's Alpha N of Items
.844 16

Item Statistics
Mean Std. Deviation N
p1 3.03 .964 30
p2 2.97 .850 30
p3 2.50 1.042 30
p4 2.43 .971 30
p5 2.67 1.061 30
p6 2.47 1.167 30
p7 2.47 1.074 30
p8 3.07 .980 30
p9 2.60 1.303 30
p10 2.23 1.104 30
p11 3.03 .964 30
p12 2.97 .850 30
p13 2.50 1.042 30
p14 2.43 .971 30
p15 2.67 1.061 30
p16 2.47 1.167 30

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 Item-Total Statistics
Scale Mean if Item Scale Variance if Corrected Item- Cronbach's Alpha
Deleted Item Deleted Total Correlation if Item Deleted
p1 39.47 79.913 .146 .851
p2 39.53 78.395 .282 .844
p3 40.00 70.759 .657 .825
p4 40.07 71.099 .691 .824
p5 39.83 72.902 .515 .833
p6 40.03 71.551 .530 .832
p7 40.03 74.516 .415 .838
p8 39.43 76.254 .359 .841
p9 39.90 70.507 .510 .833
p10 40.27 73.926 .433 .837
p11 39.47 79.913 .146 .851
p12 39.53 78.395 .282 .844
p13 40.00 70.759 .657 .825
p14 40.07 71.099 .691 .824
p15 39.83 72.902 .515 .833
p16 40.03 71.551 .530 .832

Scale Statistics
Mean Variance Std. Deviation N of Items
42.50 83.362 9.130 16

63
 Appendix C

Reliability

Scale: Academic Interest Scale for Adolescents

Case Processing Summary

N %
Cases Valid 30 100.0
a
Excluded 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's Alpha N of Items
.801 29

Item Statistics
Mean Std. Deviation N
AISA1 3.10 .759 30
AISA2 3.37 .718 30
AISA3 3.93 .254 30
AISA4 3.47 .571 30
AISA5 3.80 .484 30
AISA6 3.37 .615 30
AISA7 3.73 .583 30
AISA8 2.97 .964 30
AISA9 2.57 1.135 30
AISA10 3.50 .509 30
AISA11 3.33 .959 30
AISA12 3.53 .629 30
AISA13 3.60 .621 30
AISA14 3.10 .803 30
AISA15 3.50 .572 30
AISA16 3.47 .571 30
AISA17 3.17 .950 30
AISA18 3.33 .711 30
AISA19 3.40 .621 30

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AISA20 3.27 .740 30
AISA21 3.17 1.053 30
AISA22 3.73 .450 30
AISA23 3.50 .630 30
AISA24 3.13 1.042 30
AISA25 3.37 .669 30
AISA26 3.00 .983 30
AISA27 3.27 .944 30
AISA28 3.47 .571 30
AISA29 2.93 .980 30

Item-Total Statistics
Scale Mean if Item Scale Variance if Corrected Item- Cronbach's Alpha
Deleted Item Deleted Total Correlation if Item Deleted
AISA1 93.97 68.447 .352 .794
AISA2 93.70 70.631 .190 .800
AISA3 93.13 71.844 .357 .798
AISA4 93.60 68.179 .523 .789
AISA5 93.27 71.582 .199 .799
AISA6 93.70 67.803 .520 .788
AISA7 93.33 75.678 -.254 .814
AISA8 94.10 61.472 .730 .772
AISA9 94.50 69.707 .129 .809
AISA10 93.57 70.461 .319 .796
AISA11 93.73 74.064 -.093 .817
AISA12 93.53 70.326 .258 .798
AISA13 93.47 73.499 -.041 .808
AISA14 93.97 66.171 .507 .786
AISA15 93.57 67.840 .560 .788
AISA16 93.60 66.869 .669 .784
AISA17 93.90 68.645 .248 .799
AISA18 93.73 69.720 .271 .797
AISA19 93.67 71.678 .131 .802
AISA20 93.80 65.062 .657 .781
AISA21 93.90 68.645 .211 .802
AISA22 93.33 70.851 .316 .796
AISA23 93.57 69.495 .338 .795
AISA24 93.93 69.030 .192 .803
AISA25 93.70 66.769 .570 .786

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AISA26 94.07 63.306 .587 .780
AISA27 93.80 64.510 .530 .784
AISA28 93.60 67.283 .622 .786
AISA29 94.13 70.051 .148 .805

Scale Statistics
Mean Variance Std. Deviation N of Items
97.07 73.444 8.570 29

66
 Appendix D

PROSOCIALNESS SCALE FOR ADULTS BY CAPRARA ET AL. (1998).

Citation: Caprara, G. V., Alessandri, G., & Eisenberg, N. (2005). The Prosocialness Scale

for Adults. European Journal of Personality, 19(3), 235-252.

Instructions: The following statements describe a large number of common situations.

There are no right or wrong answers; the best answer is the immediate, spontaneous one.

Read each phrase carefully and fill in the number that reflects your first reaction.

1 2 3 4 5

Never/Almost Never Rarely Occasionally Often Always/Almost Always

1. I am pleased to help my friends/colleagues in their activities. 1 2 3 4 5

2. I share the things that I have with my friends. 1 2 3 4 5

3. I try to help others. 1 2 3 4 5

4. I am available for volunteer activities to help those who are in need. 1 2 3 4 5

5. I am empathic with those who are in need. 1 2 3 4 5

6. I help immediately those who are in need. 1 2 3 4 5

7. I do what I can to help others avoid getting into trouble. 1 2 3 4 5

67
8. I intensely feel what others feel 1 2 3 4 5

9. I am willing to make my knowledge and abilities available to others 1 2 3 4 5

10. I try to console those who are sad. 1 2 3 4 5

11. I easily lend money or other things 1 2 3 4 5

12. I easily put myself in the shoes of those who are in discomfort 1 2 3 4 5

13. I try to be close to and take care of those who are in need 1 2 3 4 5

14. I easily share with friends any good opportunity that comes to me 1 2 3 4 5

15. I spend time with those friends who feel lonely 1 2 3 4 5

16. I immediately sense my friends’ discomfort even 1 2 3 4 5

when it is not directly communicated to me.

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 Appendix E

ACADEMIC INTEREST SCALE FOR ADOLESCENTS

Citation: Luo, Z., Dang, Y. & Xu, W. (2019) Academic Interest Scale for Adolescents:

Development, Validation, and Measurement Invariance with Chinese Students. Frontiers in

Psychology. 10:2301. doi: 10.3389/fpsyg.2019.02301

Instructions: Indicate the extent to which each item applies to you

SD = Strongly disagree

D = Disagree

N = Neutral

A = Agree

SA = Strongly agree

S/N Item SD D N A SA

1 The knowledge of chemistry is important

2 I want to learn things that are not include in Chemistry textbooks

3 I understand the fun of Chemistry

4 I know all kinds of things about Chemistry

5 Studying Chemistry makes me happy

6 I hope to explore thing about Chemistry

7 I am an expert in Chemistry

8 I am interested in Chemistry

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9 I can answer all kinds of questions that teachers ask in the

Chemistry class

10 A good mark in Chemistry courses means a lot to me

11 I will read more books about Chemistry if I have the chance

12 I am familiar with the knowledge and skills required in Chemistry

13 The content I learn from Chemistry courses is interesting

14 I enjoy studying Chemistry

15 I do well in Chemistry lessons

16 I think that Chemistry is helpful for my career in the future

17 The knowledge of Chemistry makes my daily life easier

18 I really like Chemistry courses

19 I want to know more things about the field of Chemistry

20 The knowledge of Chemistry promotes my growth

21 I will take part in an extracurricular training class for Chemistry if

I have the opportunity

22 I have a lot of things to say about Chemistry topics

23 I have a lot of knowledge about Chemistry

24 I find that the knowledge of Chemistry is useful in daily life

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25 I want to find various ways to complete the Chemistry assignment

26 I enjoy when I study Chemistry

27 The knowledge of Chemistry is valuable for my future

development

28 I am willing to spend time on the skills or methods learned from

Chemistry

29 I think that learning Chemistry is significant for my growth

71