How classroom climate is linked to prosocial behavior in undergraduate students: a multilevel moderated mediation model of feedback expectation and self-monitoring

作者：Senlin Zhou, Liping Qin, Jue Deng, Zhe Jia, Daokui Jiang, Simin Long, Yunpeng Wu · 发表于：BMC Psychology · 年份：2025 · DOI：10.1186/s40359-025-03775-w · 被引用次数：3 · 研究领域：Bullying, Victimization, and Aggression、Communication in Education and Healthcare、Behavioral and Psychological Studies

This study investigated how classroom climate and individual differences interact to shape prosocial behavior in Chinese undergraduate students. A multilevel moderated mediation model was tested using hierarchical linear modeling with a sample of 888 undergraduates nested within 36 classrooms. Results demonstrated that a supportive classroom climate was positively associated with prosocial behavior, and this link was mediated by students' expectations of prosocial feedback. Furthermore, self-monitoring moderated these relationships: the direct effect of climate was stronger for high self-monitors, while the indirect effect through feedback expectations was stronger for low self-monitors. The findings highlight the dual importance of fostering supportive educational environments and acknowledging student personality, offering a nuanced framework for developing effective campus interventions.