From Self-Soothing to Success: How Behaviors Shape Academic Outcomes.

Abstract

Childhood coping mechanisms shape the development of positive behaviors, with self-soothing linked to better coping and increased prosocial actions. Students who engage in prosocial behaviors tend to excel academically, yet research rarely connects self-soothing, prosocial behavior, and academic performance. In the present study, we explore these relationships, starting with self-soothing techniques, the frequency of prosocial behaviors, and academic achievement. We hypothesize that students from low-income backgrounds will exhibit maladaptive self-soothing behaviors, leading to fewer prosocial behaviors and lower academic performance. Our second hypothesis is that students with higher GPAs will demonstrate positive self-soothing behaviors and engage in more prosocial behaviors. Our final hypothesis is that students with fewer support systems will cope poorly, exhibit fewer prosocial behaviors, and perform poorly academically, compared to their peers. We surveyed Eastern Kentucky University students to explore these hypotheses. We hope these findings help prepare students to perform better academically to decrease stress and increase positive long-term outcomes