University Presentation Showcase: Undergraduate Poster Gallery
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Creation Date
2025
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Kristen Campbell
Mentor Department
Psychology
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. Students from low-income backgrounds may engage in maladaptive self-soothing behaviors, leading to lower prosocial behaviors and academic performance. Students with higher GPAs are expected to use positive self-soothing strategies and show more prosocial behaviors. Those with fewer support systems may struggle with coping, engage in fewer prosocial behaviors, and perform worse academically. We surveyed Eastern Kentucky University students to explore these hypotheses. We hope that these findings help education systems to prepare students to perform better academically, decrease stress, and increase positive outcomes.
