Autonomy-supportive teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students’ need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an autonomy-supportive teaching intervention, while their 2,227 secondary-grade students reported their need satisfaction and frustration, supportive and hierarchical classroom climates, and prosocial and antisocial behaviors at the beginning, middle, and end of an academic year. A doubly latent, multilevel structural equation model showed that teacher participation in the intervention (experimental condition) increased class-wide need satisfaction, a supportive climate, and prosocial behavior and decreased class-wide need frustration, a hierarchical climate, and antisocial behavior. Together, greater collective need satisfaction and a more supportive climate combined to explain increased prosocial behavior, while lesser need frustration and a less hierarchical climate combined to explain decreased antisocial behavior. These classroom climate effects have been overlooked, yet they are essential to explain why autonomy-supportive teaching improves students’ social functioning.

支持自主性的教学会增加亲社会行为并减少反社会行为。先前的研究表明，这些影响的发生是因为自主支持教学改善了学生的需求状态（学生层面的过程）。然而，本研究调查了这些影响是否也因为自主支持教学改善了课堂气氛（课堂层面的过程）而发生。来自 80 个体育课的教师被随机分配参加（或不参加）自主支持教学干预，而他们的 2,227 名中学学生报告了他们的需求满足感和挫折感、支持性和分层课堂气氛，以及亲社会和反社会行为。一学年的开始、中期和结束。双重潜伏，多层次结构方程模型表明，教师参与干预（实验条件）增加了班级范围内的需求满足、支持性气氛和亲社会行为，并减少了班级范围内的需求挫折、等级气氛和反社会行为。总之，更大的集体需求满足感和更支持的氛围共同解释了亲社会行为的增加，而更少的挫败感需求和等级制度更少的氛围共同解释了反社会行为的减少。这些课堂气氛的影响被忽视了，但它们对于解释为什么自主支持教学能提高学生的社会功能至关重要。和亲社会行为以及全班级需求挫折、等级氛围和反社会行为的减少。总之，更大的集体需求满足感和更支持的氛围共同解释了亲社会行为的增加，而更少的挫败感需求和等级制度更少的氛围共同解释了反社会行为的减少。这些课堂气氛的影响被忽视了，但它们对于解释为什么自主支持教学能提高学生的社会功能至关重要。和亲社会行为以及全班级需求挫折、等级氛围和反社会行为的减少。总之，更大的集体需求满足感和更支持的氛围共同解释了亲社会行为的增加，而更少的挫败感需求和等级制度更少的氛围共同解释了反社会行为的减少。这些课堂气氛的影响被忽视了，但它们对于解释为什么自主支持教学能提高学生的社会功能至关重要。