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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\u2019 social functioning.<\/jats:p>","DOI":"10.1123\/jsep.2021-0337","type":"journal-article","created":{"date-parts":[[2023,1,12]],"date-time":"2023-01-12T04:59:29Z","timestamp":1673499569000},"page":"26-40","source":"Crossref","is-referenced-by-count":55,"title":["Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention"],"prefix":"10.1123","volume":"45","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4317-3895","authenticated-orcid":true,"given":"Sung Hyeon","family":"Cheon","sequence":"first","affiliation":[{"name":"Department of Physical Education, Korea University, Seoul, Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6827-293X","authenticated-orcid":true,"given":"Johnmarshall","family":"Reeve","sequence":"additional","affiliation":[{"name":"Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1078-9717","authenticated-orcid":true,"given":"Herbert W.","family":"Marsh","sequence":"additional","affiliation":[{"name":"Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"100","reference":[{"key":"r1","series-title":"British Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"22","DOI":"10.1111\/bjep.12213","article-title":"Correlates of students\u2019 internalization and defiance of classroom rules: A self-determination theory perspective","volume":"89,","author":"Aelterman, N.","year":"2019","unstructured":"Aelterman, N., Vansteenkiste, M., & Haerens, L. 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