Linking self-transcendence values to classroom prosocial behavior: the mediating role of teachers’ autonomy support in elementary school students
Yaffa Chen, M. Benish-Weisman, Moti Benita
Social Psychology of Education June 2, 2025 DOI: 10.1007/s11218-025-10078-w (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Longitudinal study Peer reviewed |
|---|---|
| Sample size | 395 |
| Population | Fourth and fifth grade students (52% female, mean age 9.41 at first wave) |
| Duration | Three waves spanning fourth grade to the end of fifth grade; autonomy support assessed four months into fifth grade |
| Keywords | Education |
| Key findings | Self-transcendence values reported in fourth grade predicted increases in teacher-rated prosocial behavior in fifth grade, and this link was explained by students' perceptions of teachers' autonomy support. The authors argue the findings suggest students are agents capable of shaping their environment. |
Abstract
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 assessed teachers’ autonomy support, and their teachers evaluated students’ prosocial behavior. Teachers evaluated prosocial behavior again at the end of fifth grade. Results showed self-transcendence values in fourth grade predicted increases in prosocial behavior in fifth grade through perceptions of teachers’ autonomy support. These findings expand knowledge of mechanisms underlying relations between self-transcendence values and classroom prosocial behavior. They suggest students are agents capable of shaping their environment.