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

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.