How is School Climate Related to Adolescent Prosocial Behavior? A Moderated Mediation Analysis

The positive effect of school climate on adolescents’ prosocial behavior is supported in literature, but the influencing mechanisms in this association remain unclear. The current study uses a moderated mediation model to examine the potential mediation of self-identity, social dominance, and social competence, and moderation of gender in the link between school climate and adolescents’ prosocial behavior. A valid sample of students (n = 659, M_age = 15.09 years) are requested to complete questionnaires and scales to measure school climate, self-identity, social dominance, social competence, and prosocial behavior in Jiangsu Province, China in 2021. The relationship between school climate and prosocial behavior is mediated by self-identity and social competence but not by social dominance. A significant gender difference is observed regarding the association of self-identity and social dominance with prosocial behavior. Findings contribute to the further understanding of how school climate predicts adolescent prosocial behavior, and provide practical implications for social work programs to promote students’ prosocial behaviors.