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Guided by a cultural perspective, this study examined the longitudinal association between prosocial behavior and self-esteem among Chinese adolescents, within the framework of Confucianism and interdependent self-construal. It further explored the mediating roles of student–teacher closeness and peer alienation from a relational perspective. A total of 538 adolescents were recruited from Beijing, China (252 boys, 286 girls; Mage =12.47). The participants completed measures of prosocial behavior, self-esteem, student–teacher closeness, peer alienation, and demographics at baseline, and self-esteem again three months later. Results showed no significant direct association between prosocial behavior and later self-esteem, but revealed indirect associations via increased student–teacher closeness and reduced peer alienation. These findings highlight relational pathways through which prosocial behavior fosters self-esteem in adolescence, emphasizing the role of interpersonal feedback in Confucian and interdependent cultural contexts.
Fu et al. (Thu,) studied this question.
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