Correction: Effects of self-acceptance on prosocial behavior: the mediating role of self-esteem

challenges. This stage is characterized by both cognitive plasticity and a heightened vulnerability to psychological distress, as evidenced by recent studies documenting elevated levels of stress, anxiety, and interpersonal difficulties in this demographic (Li et al., 2022;Conley et al., 2020). The concurrent tasks of solidifying a sense of self and engaging in complex social environments make the college years a pivotal time to examine how internal self-perceptions, namely selfacceptance and self-esteem, may dynamically influence the propensity for prosocial action. Therefore, this study aims to bridge this gap by focusing specifically on the relationships between self-acceptance, selfesteem, and prosocial behavior among university students.Self-acceptance, defined as an individual's positive self-attitude and affirmation of self-worth despite recognizing personal limitations, serves as a crucial psychological resource for college students navigating the critical developmental task of establishing self-identity. While extensive research has documented its intrapersonal benefits, evidence regarding its interpersonal implications remains comparatively limited. Correlational studies have consistently demonstrated that self-acceptance among college students shows significant negative relationships with various psychological maladjustments while positively predicting mental health and positive development (Zheng, 2017). However, the methodological approaches in this area have been predominantly cross-sectional, leaving causal relationships underexplored. Furthermore, existing scholarship has primarily emphasized the personal adaptive functions of selfacceptance (Zhang et al., 2019), with insufficient attention to how this self-attitude might manifest in social and interpersonal domains. Prosocial behavior represents a crucial dimension of social functioning that may be significantly influenced by self-acceptance. Emerging evidence suggests a potential connection between these constructs, though the nature of this relationship requires further elaboration. For instance, a cross-sectional investigation by Guo et al. (2025) involving 1,232 college students found that those with higher self-acceptance levels reported increased engagement in prosocial acts. Similarly, another study by Chang et al. (2024) utilizing a survey method with 538 university students observed a positive correlation between these variables. Nevertheless, the existing evidence remains predominantly correlational, highlighting the need for research that can elucidate the underlying mechanisms and directional influences between selfacceptance and prosocial behavior in the college student population.Prosocial behavior is a complex social phenomenon wherein the influence of self-acceptance may be mediated by other psychological variables, such as self-esteem, value orientation, and self-evaluation (Ma, 1995). Among these potential mediators, this study specifically focuses on self-esteem, given its well-established theoretical and empirical linkages with both self-acceptance and prosocial outcomes. Examining how self-esteem functions between these two constructs is expected to reveal a pivotal pathway from self-acceptance to prosocial action. Selfesteem refers to an individual's overall evaluation of their self-worth, reflecting the degree to which they perceive themselves as valuable and competent (Tian and Li, 2005). As a mediating personality variable, it exerts a broad influence on cognition, motivation, emotion, and social behavior, and is closely associated with psychological wellbeing (Zheng and Lu, 2016). Eisenberg's theoretical model of prosocial behavior posits that individuals with higher self-esteem are more likely to engage in prosocial acts, and that self-esteem level serves as a positive predictor of such behavior (Wang and Wang, 2005). Furthermore, self-acceptance has been consistently shown to be positively correlated with self-esteem (Zhan et al., 2022). Within the framework of Self-Determination Theory, self-acceptance acts as a facilitator of intrinsic motivation, aiding individuals in fulfilling their basic psychological needs (Zhang et al., 2010). When individuals are capable of self-acceptance, they are more likely to experience a sense of autonomy and competence, which in turn fosters higher self-esteem (Shi, 2001). Individuals with high self-esteem typically report a stronger sense of belonging and self-efficacy, enabling them to engage more actively in social contexts and relate more effectively to others. This propensity for active social engagement, driven by a positive self-view, translates directly into increased prosocial conduct. Empirical evidence supports this link in student populations: for instance, research indicates that self-esteem significantly predicts the tendency to engage in daily prosocial behaviors among university students (Kausar et al., 2023), and a longitudinal study found that higher baseline self-esteem predicted greater engagement in altruistic acts 1 year later (Fu et al., 2017). These findings collectively underscore the role of self-esteem as a key bridge between self-perception and social behavior. Against this backdrop, self-esteem is hypothesized to mediate the relationship between self-acceptance and prosocial behavior, which constitutes the central focus of this investigation.In summary, previous studies have established a preliminary theoretical foundation for the relationships between self-acceptance, self-esteem, and prosocial behavior. However, the current body of evidence is constrained by several methodological limitations that warrant further investigation. Specifically, the reliance on crosssectional designs limits causal inference about how self-acceptance influences prosocial tendencies through self-esteem. Moreover, the predominant use of self-report measures introduces potential issues of common-method bias. More importantly, there is a notable lack of longitudinal or intervention-based research that could capture the dynamic developmental relationships among these variables. To address these gaps, this study employs a mixed-methods approach combining in-depth interviews with longitudinal tracking. This design allows for a more comprehensive examination of the mediating role of self-esteem and the underlying mechanisms through which self-acceptance promotes prosocial behavior, ultimately aiming to provide empiricallysupported guidance for developing effective intervention strategies.The present study aims to investigate the relationship between self-acceptance and prosocial behavior among college students, with a specific focus on the mediating role of self-esteem. The research objectives are as follows:(1) To examine the relationships among self-acceptance, selfesteem, and prosocial behavior; (2) To test whether self-esteem mediates the link between selfacceptance and prosocial behavior; (3) To explore the temporal and causal relationships among these variables using a cross-lagged panel design.There is a two-by-two positive correlation between selfacceptance, self-esteem and prosocial behavior, and self-esteem mediates the relationship between self-acceptance and prosocial behavior.Hypothesis 1: College students' self-acceptance, self-esteem and prosocial behavior are significantly positively correlated.Hypothesis 2: Self-acceptance significantly predicts self-esteem and prosocial behavior among college students.Hypothesis 3: Self-esteem mediates the relationship between selfacceptance and prosocial behavior among college students.2.1 Study 1: qualitative exploration through interviews on self-acceptance, self-esteem, and prosocial behaviorThis study employed a semi-structured interview approach to gain an in-depth understanding of the relationships among selfacceptance, self-esteem, and prosocial behavior. The qualitative methodology was selected to capture participants' subjective perceptions and lived experiences regarding these constructs, allowing for the exploration of nuanced psychological processes that may not be fully accessible through quantitative measures alone. Participants were recruited through the researcher's personal networks using purposive sampling. While this approach facilitated access to participants, we acknowledge its potential limitations regarding sample representativeness. To mitigate sampling bias, efforts were made to include students from diverse academic backgrounds and demographic characteristics. The selection criterion focused on educational level (university students) to ensure participants had reached a comparable level of cognitive maturity and social experience relevant to the research questions. Prior to data collection, ethical approval was obtained from the Institutional Review Board of Shanxi Medical University (Approval No: 2023SJL71). All participants received detailed information about the study's purpose, procedures, confidentiality protections, and their rights as research participants. Written informed consent was obtained after participants had thoroughly reviewed the consent form. 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