Study on the prediction of prosociality through empathy and gratitude in the school context of Cartagena de Indias, Colombia

Abstract Several studies show a relationship between empathy, gratitude, and prosocial behaviors. In some cases, these associations have been examined independently across different sociocultural contexts. However, these findings can be further extended to the educational field, especially considering the differences between public and private schools in cities with marked socioeconomic disparities, such as Cartagena de Indias (Colombia). In this regard, the present study aims to examine the relationship between empathy and gratitude as predictors of prosocial behaviors in children attending public and private schools in Cartagena de Indias. Using quantitative, cross-sectional, correlational design, the study assessed 318 children and adolescents (159 from public schools and 159 from private schools), aged 12 to 16 years, through validated measures of empathy, gratitude, and prosocial tendencies. Data were collected in classroom settings and analyzed using structural equation modeling to test mediation and measurement invariance across school types. Results indicate that gratitude mediates the relationship between empathy and prosociality, and the structural models demonstrated configural, metric, and scalar invariance for both groups. These findings highlight that empathy and gratitude operate as consistent predictors of prosocial behaviors regardless of school context, offering a valuable foundation for developing salutogenic strategies to enhance interpersonal relationships and school coexistence.