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Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction

Author

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  • Guoqiang Wu

    (School of Psychology, Shaanxi Normal University, Xi’an 710062, China
    School of Teachers Education, Xi’an University, Xi’an 710065, China)

  • Lijin Zhang

    (School of Psychology, Shaanxi Normal University, Xi’an 710062, China
    Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi’an 710062, China
    Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, Xi’an 710062, China)

Abstract

The quality of teacher-student relationships has been shown to relate to adolescents’ prosocial behavior, but the motivational mechanisms underlying this association remained unclear. Based on relationships motivation theory (RMT), we examined whether the associations between teacher-student relationships (closeness and conflict) and prosocial behavior are bidirectional, and the mediating role of basic psychological need satisfaction (autonomy, competence, and relatedness need satisfaction) in these links. Data were collected from a sample of 438 secondary school students who completed a survey at two-time points over eight months. The cross-lagged autoregressive model revealed that the relation between close teacher-student relationship and prosocial behavior was bidirectional over time. Moreover, relatedness need satisfaction mediated the positive effect of close teacher-student relationship and the negative effect of teacher-student relationship conflict on adolescents’ prosocial behavior. This study highlights the importance of close teacher-student relationship and relatedness need satisfaction to foster adolescents’ prosocial behavior.

Suggested Citation

  • Guoqiang Wu & Lijin Zhang, 2022. "Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction," IJERPH, MDPI, vol. 19(22), pages 1-14, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:14840-:d:969730
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    References listed on IDEAS

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    1. Andrew Miles & Laura Upenieks, 2022. "Moral Self-Appraisals Explain Emotional Rewards of Prosocial Behavior," Journal of Happiness Studies, Springer, vol. 23(5), pages 1793-1814, June.
    2. Wang Liu & Tian Su & Lili Tian & E. Scott Huebner, 2021. "Prosocial Behavior and Subjective Well-Being in School among Elementary School Students: the Mediating Roles of the Satisfaction of Relatedness Needs at School and Self-Esteem," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 16(4), pages 1439-1459, August.
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