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Paper Title: How Can Teachers Promote Children's Autonomous Prosocial Behavior in Classroom?
Session Title: The Impact of Teacher-Student Relationships on Prosocial Behavior, Restorative Justice, and Bullying
Paper Type: Paper
Presentation Date: 4/20/2020
Presentation Location: Online
Descriptors: Classroom Management, Motivation, Student Behavior/Attitude
Methodology: Quantitative
Author(s): Takuma Yamamoto, Waseda University; Hisashi Uebuchi, Waseda University
Unit: SIG-Classroom Management
Abstract: This study investigated the relationship between classroom social goal and children’s autonomous prosocial behavior with drawing on self-determination theory. Participants were fourth through ninth graders in Japanese public schools. To examine school stage difference, we employed multiple group structural equation modeling. There were two key findings. First, classroom prosocial goal promoted children’s autonomous prosocial behavior and classroom compliance goal promoted children’s control prosocial behavior. Second, the relationship between classroom prosocial goal and children’s autonomous prosocial behavior had school stage difference: external, identified and internal motivation mediated the relationship for elementary school students, whereas only identified and internal motivation mediated for lower secondary school students. Then we discussed about the validity of classroom prosocial goal to promote children’s autonomous prosocial behavior.