Linking self-transcendence values to classroom prosocial behavior: the mediating role of teachers’ autonomy support in elementary school students
Social Psychology of Education June 2, 2025 Yaffa Chen, M. Benish-Weisman, Moti Benita
This longitudinal study explored whether students’ self-transcendence values predicted their classroom prosocial behavior through perceived teachers’ autonomy support. Participants in this three-wave study were 395 fourth and fifth grade students (52% female, mean age = 9.41 at T1). In fourth grade, students reported their self-transcendence values. Four months into fifth grade, students...