Abstract

The aim of the study was to evaluate the relation between prosocialness and happiness in a sample of student teachers (N = 224, age = 21.42). Adapted versions of a prosocialness scale and another on happiness were used. A structural equations model was estimated that presented a suitable fit (CFI = 0.951; TLI = 0.944 and RMSEA = 0.065). The results yielded a positive relation between prosocialness and happiness. Its implications for initial teacher training are discussed.