Abstract
We examined the reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school among Chinese elementary school students using a 3-wave longitudinal study with a 6-month interval. A total of 1018 elementary school students (Mage = 9.44 years; 53.90% male) completed a multi-measure questionnaire that tapped the targeted variables at three time points. After controlling for gender, age, and parental educational level, the results revealed that (a) Prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school reciprocally facilitated each other directly; (b) prosocial behavior indirectly enhanced subjective well-being in school via satisfaction of relatedness needs at school, and subjective well-being in school indirectly enhanced prosocial behavior via satisfaction of relatedness needs at school. Limitations and practical applications were discussed.
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This work was supported by Humanities Social Sciences Research Planning Foundation from Ministry of Education, 2015 (No. 15YJA190003), “12th Five-Year” Plan of Philosophy and Social Science Development in Guangdong Province, 2015 (No. GDCXL01), the MOE Project of Key Research Institute of Humanities and Social Sciences at Universities, 2016 (No.16JJD190002), and “13th Five-Year” Plan of Philosophy and Social Science Development in Guangzhou, 2018 (No. 2018GZGJ22).
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Su, T., Tian, L. & Huebner, E.S. The reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school: A three-wave cross-lagged study among Chinese elementary school students. Curr Psychol 40, 3734–3746 (2021). https://doi.org/10.1007/s12144-019-00323-9
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DOI: https://doi.org/10.1007/s12144-019-00323-9