This longitudinal study explored whether students' self-transcendence values predicted their classroom prosocial behavior through perceived teachers' autonomy support. Participants in this three-wave study were 395 fourth and fifth grade students (52% female, mean age = 9.41 at T1). In fourth grade, students reported their self-transcendence…

The current study examined the effects the tootling intervention on classwide levels of academically engaged behavior (AEB) and disruptive behavior (DB) by comparing traditional tootling to a formalized tootling card intervention and an interdependent group contingency control condition. The intervention used an alternating treatment design within…