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

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

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Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

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1citing papers in PubMed

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1 citing paper in PubMed.

Supportive University Climate and AI Dependence Among Undergraduates: The Sequential Mediating Role of Academic Self-Efficacy and Self-Control.Behavioral sciences (Basel, Switzerland) · 2026
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5 · Who and what money

Authors and funding

7 authors.

Senlin ZhouDepartment of Criminal Investigation, Hunan Police Academy, Changsha, 410138, China.

Liping QinSchool of Teacher Education, Dezhou University, Dezhou, 253023, China.

Jue DengDepartment of Penalty Execution, Cognitive Neuroscience and Abnormal Psychology Laboratory, Fujian Police College, Fuzhou, China.

Jia ZheScientific Research Division, Qilu Medical University, Zibo, China. jiazhe@qlmu.edu.cn.

Daokui JiangBusiness School, Shandong Normal University, Jinan, China.

Simin LongDiscipline Inspection and Supervision Undergraduate of Zhongnan University of Economics and Law, Wuhan, China.

Yunpeng WuSchool of Teacher Education, Dezhou University, Dezhou, 253023, China.

Funding

General Entrusted Project of Hunan Provincial Social Science Achievements Evaluation Committee XSP2025WTY007Hunan Provincial Department of Education Key Teaching Reform Project on Curriculum Ideology and Politics HNJG-20231401Hunan Provincial Department of Education Outstanding Youth Project 22B0937

6 · The paper itself

Abstract

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.

Indexed as

Social BehaviorSocial EnvironmentStudentsAdolescentAdultChinaFemaleHumansMaleUniversitiesYoung AdultClassroom climateHierarchical linear modelingModerated mediationProsocial behaviorProsocial feedback expectationsSelf-monitoringUndergraduate students

Identifiers

PMID41331470

DOI10.1186/s40359-025-03775-w

PMCPMC12781800

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LicenceCC BY-NC-ND

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.