Social Behaviour:

Social behavior characterizes the interactions that occur among individuals. These can be
aggressive, mutualistic, cooperative, altruistic, and parental. When individuals interact
repeatedly, social relationships develop and these can form among strangers, relatives,
members of the same or opposite sex, and members of the same or different generations. Sets
of consistent social relationships produce social systems or social organizations that can be
variations on monogamous or polygamous themes of reproduction and involve various types
of helpers in cooperative relationships. The nature of any social system is ultimately
determined by ecological and social circumstances, demography, and kinship.

Stress and Social Behavior

Social behaviors can involve any intraspecies interactions and include communication, allo-
grooming, aggression, mating behavior, and parental behavior. Stressors occur in a vast
number of forms, including physical and psychological, and can either alter ongoing social
behaviors in complex ways or trigger the emergence of social behaviors, such as alarm
calling or aggression. Certain social behaviors, such as aggression, themselves can act as
stressors, while other social behaviors can mitigate the impact of stressors. Both sex
differences and individual differences can affect how social behaviors are modified by stress.
An active area of research in behavioral neuroscience is to understand the highly complex
interactions of stress and social behaviors.

Bases of Social Behaviour:

Cultural influences arising from the existence of organised societies, social influences of
primary groups like family within the society and environmental influences mediated by the
physical properties of a social environment are by and large the bases of social behaviour.
The above factors make the individual essentially human in his behaviour and differentiates it
from the animals.

Culture is the most significant feature of any society. As Linton (1936), defines it “culture is
the sum total of behaviour patterns, attitudes and values, shared and transmitted by the
members of a given society.” Anthropological studies show that human behaviour varies
greatly under different social conditions.
Anthropologists therefore view that there is no such thing as a universal human nature based
on inherited traits alone. According to Benedict (1934), a culture pattern may be regarded as
a set of widely shared ways of behaving in a society with beliefs that accompany them.

Though cultural differences, influence differently the motives, beliefs, values, interests and
attitudes of persons in different groups, they also show that there are nevertheless some
common characteristics of human beings like basic primary drives, need for warmth,
stimulation, help, shelter and comfort.

The need for security, affiliation, maintenance of self esteem, social approval, power, prestige
and recognition although experienced or expressed differently in different societies and
cultures are basically common to all people. The arrangements for satisfying these common
basic needs however vary from culture to culture and hence the social behaviour varies
accordingly.

Kinds of Social Behaviour:

Social behaviour is of two types:
(i) Overt Social Behaviour

(ii) Symbolic Social Behaviour.

(i) Overt Social Behaviour:

When two persons start talking with each other loudly and show some sort of overt or
muscular behaviour, it is a case of Overt Social Behaviour.

(ii) Symbolic Social Behaviour:

Language is a symbolic social expression. A particular poem published in a magazine to
which people react, is a case of symbolic social act. Similarly, a specific facial expression if
is reacted by a particular person is called symbolic behaviour because the other person for
whom it is meant understands its significance.

Social Behaviour can also be categorized as:

(1) Linear Social Behaviour

(2) Circular Social Behaviour.

1. Linear Social Behaviour:
Social Behaviour is linear when the activity is performed systematically in a direct manner. It
moves in a line without being circular or without turning back. It is like one way traffic. A
orders B, B orders C, C orders D and at last D does the work. In the Military and Paramilitary
services orders are transmitted purely in linear manner.

Social traditions and customs which are handed down from generation to generation and
obeyed by members are examples of linear social behaviour.

2. Circular Social Behaviour:

The circular social behaviour moves in a circle instead of moving in one line directly. The
discussion in the students common room or in the bathing ghat or in a tutorial class is an
example of circular social behaviour. In circular social behaviour the discussion or talk
proceeds in a circular manner.

A says something to B, then B replies something to A. A says something to C, then C replies

to A and like this it again comes back to the person who started it.

The Social stimulus which stimulates social behaviour can be direct or contributory. If social
stimulus holds the focus of attention and maintains exclusive control of the final common
path of response, it is a direct stimulus i.e., it follows directly from the stimulating object.
The advice of a lawyer or a doctor when is not referred back to any other lawyer or doctor but
is accepted and followed works as a direct stimulus.

Social Behavior and Academic Achievement

Within the social-emotional learning framework, social behaviors support the social medium
of learning (Vygotsky, 1978; Slavin, 1995, 2014; Baroody et al., 2016). Farrington et al.
(2012) list social behaviors as one of five critical noncognitive factors that predict success
beyond school. Two specific types of behaviors can be linked to academic achievement:
prosocial behavior and peer problems. These two behaviors have been linked to various
academic skills such as study habits, and classroom behavior, and peer interactions, which in
turn affect academic performance. Wentzel (1993, 1998) has repeatedly found a strong link
between prosocial behavior and academic achievement. More recently, Gerbino et al.
(2018) analyzed data from an Italian large-scale assessment. They demonstrated that
prosocial behavior remained a significant predictor of grades even after accounting for other
variables such as personality factors and IQ. Relatedly, Lewis et al.'s (2017) large-scale twin
study indicated that prosocial behavior substantially improved predications based on genetics
and environmental characteristics. Similarly, peer problems also correlate to lower
achievement (Wentzel and Caldwell, 1997), and Malecki and Elliot (2002) found that poor
social skills indicated worse performance on achievement tests. More recently, Askell-
Williams and Lawson (2015) showed that children with peer problems were more likely to
have lower academic motivation as well as other school-related difficulties.

Nonetheless, some inconsistent results remain. Adams et al. (1999) found that after
accounting for hyperactivity, conduct problems, and emotional problems, neither peer
problems nor prosocial behavior related to math achievement test results; however, prosocial
behavior remained related to reading achievement test results. This contrasts with Gerbino et
al. (2018) results which indicated that prosocial behavior remains a significant correlate of
overall grades after accounting for multiple other factors.

Grades vs. Achievement Tests

One factor that could help explain such discrepancies is the use of grades vs. achievement
tests to measure academic achievement. For instance, many educators include behavior
measures in their grading (Cross and Frary, 1999), and grades have been shown to reflect
numerous personality factors in addition to academic competence (Borghans et al.,
2011; Andrei et al., 2015; Lechner et al., 2017; Gerbino et al., 2018). For example, Lockl et
al. (2017) found that theory of mind in kindergarten predicted grades in grade 1 and 2, but
they did not examine any connection to achievement test scores. Moreover, theory of mind
represents a specific aspect of social development, and more research examining peer
problems and prosocial behavior is needed. Despite this, large-scale studies examining both
grades and achievement testing alongside social behavior are rare.

Effects of Social Behaviour on Academic Performance Kweiga (2002), Portes and

Macleod (1996) stated that school background affects the academic performance of a child.
They also argue that the student’s success in College or University depends on achievements
of high schools. The social behaviour is affected by the environment and the institutions
transform their knowledge through text, teacher student learning process which can be
reflected by the student’s academic performance (output), and the academic achievement is a
mirror or reflection of teaching methodology and students’ learning out comes. Sentem
(2003) findings are that schools are social institution where the students can learn from
teachers, book, and classmates, even from classroom and school environment. School
background has great influence on child’s academic performance and social behaviour

Planning Effects on Social Behaviour and Academic Performance The teacher plan,
design activities etc. before going to classroom. In this way the teacher became more
confident to teach with different methodologies and make a topic easy for students. The prior
planning also helps a teacher to improve social behaviour because planning also help to
control and manage classroom and engage students in productive way.

Visualization Effects on Social Behaviour and Academic Performance The visualization is

an affective and interesting way to teach a child. It can also be used to bring positive change
in a student social behaviour. The visualization affects better on academic performance as
will because it helps to make a mind map, motivate and realize to learn. Visualization is a
source of life long and effective learning

Facility Effects on the Academic Performance The academic performance is based on

course (content), teaching methodology, facilities, management and methodologies etc. If a
student get education in such an institution where facilities (library, proper ventilation,
lighting and seating arrangement, system etc) text (according to the needs of day today life,
can meet the challenges of national and international level) the organization and management
of school (given time, objectivity, importance, activities etc) the students’ academic
performance will be at the best stages. But if there are less facilities the students might make
accuses or remain lazy and less interested.

Stress Effects on Social and Academic Performance Stress is necessary for achievements.
If students or teachers did not take stress they can’t achieve the desired goal. But some people
left a tough job or hard work because they became frustrated, hyper and show attitude etc. So,
the stress will be like dose of energy for doing work

Rewards Effects on Social and Academic Performance Rewards are very important for
improving academic and social behaviour. Allah has told in Holy Quran that I will reward to
those who fulfill my orders and will punish those who will deny me. Everyone likes praise
and students try to make good his/her social behaviour and academic performance to get
rewards