古人有云“授人以鱼不如授人以渔”。"渔"与"鱼"分别象征工具和结果，二者在实质上分别对应于自主定向帮助与依赖定向帮助。虽然，关于自主定向和依赖定向帮助的研究很多，但是关于这两种类型的帮助对受助者进行亲社会行为传递的影响，还没有得到充分的研究。

本研究的目的是探索自主定向和依赖定向帮助对受助者进行亲社会行为传递的预测作用及作用机制。分析以往文献，提出以下假设：（1)相对于接受依赖定向的帮助，接受自主定向帮助的受助者进行亲社会行为传递的意愿更积极。（2）相对于接受依赖定向的帮助，接受自主定向帮助的受助者状态自尊水平更高，进行亲社会行为传递的意愿也更高，即状态自尊在帮助类型和亲社会行为传递间起中介作用。（3）成就动机调节受助者状态自尊对亲社会行为传递的影响。具体来说，成就动机越高，受助者状态自尊对亲社会行为传递意愿的影响越弱。

本研究在组织和学校两个场景下，通过线上和线下不同的方式验证了假设。研究1的研究对象是一般成人，通过线上平台招募被试（N=327），采用假设组织情境，操纵帮助类型。验证了组织情境下自主和依赖定向帮助对受助者传递亲社会行为的影响，并探讨了状态自尊的中介作用以及成就动机的调节作用。研究2(N=155) 以大学生为受试群体，在线下实验室开展，通过模拟学校环境并操控帮助类型的方式，对3个假设再次进行了验证。

研究发现当接受自主定向的帮助时，受助者不仅状态自尊较高，其后续进行亲社会行为传递的意愿也更强，且状态自尊中介帮助类型与亲社会行为传递的关系。同时，本研究也揭示了成就动机对受助者状态自尊影响亲社会行为传递的调节作用，即成就动机越低，越容易受到状态自尊的影响。本研究在理论上丰富了帮助类型对亲社会行为传递影响的认识。在实际生活中，为促进亲社会行为传递、形成友善互助的氛围提供了建议。

Ancient wisdom states that ‘it is better to teach someone to fish than to just give them a fish.’ ‘Fishing’ and ‘fish’ symbolize the tools and results, respectively, essentially corresponding to autonomy-oriented help and dependency-oriented help. Both types of helping have been extensively studied, but the effects of these two types of help on the transmission of prosocial behavior among recipients have not been fully explored.

This study investigates the predictive roles and mechanisms of autonomy-oriented and dependency-oriented assistance in influencing prosocial behavior in recipients. According to a literature review, the following hypotheses are proposed: (1) Individuals who receive autonomy-oriented help are more likely to engage in prosocial behavior than those who receive dependency-oriented help. (2) Compared to recipients of dependency-oriented help, those receiving autonomy-oriented help have higher levels of state self-esteem and are more inclined to engage in prosocial behavior transmission. Thus, state self-esteem mediates the relationship between the type of help received and prosocial behavior transmission. Specifically, achievement motivation moderates the impact of state self-esteem on the transmission of prosocial behavior; the higher the achievement motivation, the weaker the influence of state self-esteem on the willingness to transmit prosocial behavior.

Both online and offline methods were used in this study to test the hypotheses in two settings-organizational and educational. Participants (N = 327) were recruited via an online platform using a hypothetical organizational scenario to manipulate the type of help provided. This study examined the mediating role of state self-esteem and the moderating role of achievement motivation on the transmission of prosocial behavior in an organizational context. In Study 2 (N = 155), conducted with university students in a lab, simulated a school environment to manipulate the type of help and retested the three hypotheses.

As a result of receiving autonomy-oriented help, recipients were found to have higher levels of state self-esteem and a stronger willingness to engage in the transmission of prosocial behaviors. Moreover, state self-esteem mediated the relationship between the type of help received and the transmission of prosocial behavior. Additionally, the study found that achievement motivation moderated the influence of state self-esteem on the transmission of prosocial behavior; specifically, the lower the achievement motivation, the more susceptible individuals are to the influence of state self-esteem. In theory, this study contributes to our understanding of how different types of help affect prosocial behavior transmission. In practice, it offers suggestions for encouraging prosocial behavior in everyday interactions and fostering a friendly and supportive environment.