In recent years, the promotion of children's prosocial behavior has become a central issue in the field of mental health education. This study conducted a longitudinal follow-up survey with 547 middle and senior primary school students to systematically investigate the influence of teacher-student relationships on their prosocial behavior, as well as the roles of basic psychological needs satisfaction and deviant peer affiliation in this relationship.The results revealed that basic psychological need satisfaction longitudinally mediated the relationship between teacher-student relationships and prosocial behavior. Additionally, deviant peer interactions significantly moderated the first half of the mediation pathway. Specifically, for students with higher levels of deviant peer interactions, the facilitative effect of teacher-student relationships on basic psychological need satisfaction diminishes. These findings provide valuable references for primary school educators to develop more effective teacher-student interaction strategies and intervention programs for promoting children's prosocial development.

prosocial behavior, teacher-student relationships, basic psychological needs, deviant peer relationships, middle and senior primary school students