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<p>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.</p>

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

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月3日

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  • Senlin Zhou,
  • Liping Qin,
  • Jue Deng,
  • Jia Zhe,
  • Daokui Jiang,
  • Simin Long,
  • Yunpeng Wu

摘要

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.