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This study investigates the individual and interaction effects of parents and teachers on shaping adolescents’ PSM. Based on nationally representative data from China, we find that both family- and classroom- level factors positively impact adolescents’ PSM. Results further show that a satisfying teacher-student relationship significantly attenuates the influence the parent-child relationship imposes on PSM. This study empirically proves that the development of PSM can be understood as other-oriented emotional responses generated during one’s exchanges with socialization agents, leaving fertile ground for inquiries into non-organizational antecedents of PSM and the design of policies to foster it at the pre-entry stage.

The bedrock of public service motivation among Chinese adolescents: family and school institutions