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

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.