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