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The study deals with pupilś self-perceived prosocial behaviour and its correlations to pupilś meaning of life and teacher’s interaction style. The pupils (14-and-15-years old) from lower secondary school were respondents of this research. The objective was to find out what relation exists between self-perceived prosocial behaviour and teacher ‘s interaction style. At the same time, we analysed the relation between pupilś self-perceived behaviour and pupilś meaning of life. It was shown that a teacher may improve self-perceived prosocial behaviour of pupils if s/he is evaluated with a higher score in the areas such as leadership, understanding and responsibility. On the contrary, if a teacher’s interaction style is strict, uncertain, dissatisfied and admonishing, it correlates negatively with selfperceived prosocial behaviour of pupils.

Pupils’ prosociality and its relations to their meaning of life and teacher’s interaction style