Vocational education is critical in preparing students with practical skills for specific careers [1]. Vocational education plays a pivotal role in equipping students with practical skills and knowledge that are directly applicable to specific careers [2]. This form of education is particularly important in the context of China, where the demand for skilled workers is rapidly increasing due to the country’s industrial growth and technological advancements [3]. Vocational education not only provides students with a pathway to gainful employment but also contributes significantly to the overall economic development of the nation [4]. However, research exploring the well-being of vocational students is relatively limited compared to other student populations ^[5][6][5,6]. Understanding the factors contributing to vocational students’ WB is essential for promoting their overall development and educational outcomes. Thus, this study addresses this gap by investigating the association between PB and WB and the mediating role of BPN among vocational students.

Well-being is a complex and multifaceted construct encompassing various dimensions, which include both subjective and objective aspects. It has been well-established that higher levels of well-being are associated with numerous benefits for students, for example, improved academic performance, higher levels of engagement, enhanced social relationships, and better mental health ^[7][8][8,9]. To provide clarity regarding the specific dimension of well-being under investigation. In the context of educational outcomes in China, promoting students’ well-being (WB) has become a crucial objective. Research has demonstrated that students with higher levels of WB tend to exhibit better academic achievements, higher motivation, and improved overall adjustment ^[9][10]. Particularly in vocational education, where students are preparing for distinct careers, prosocial behavior holds implications for their future professional interactions and community contributions ^[10][11][11,12]. Consequently, understanding the factors contributing to WB, such as prosocial behavior, is paramount for educational psychologists and practitioners striving to create supportive learning environments and enhance students’ educational experiences.

Prosocial behavior, characterized by voluntary actions intended to benefit others ^[12][13], has been widely recognized as a significant contributor to WB. Engaging in PB fosters positive relationships and social cohesion and contributes to individuals’ WB ^[13][14][14,15]. Furthermore, self-determination theory (SDT) posits that individuals have basic psychological needs for autonomy, competence, and relatedness, which are crucial for optimal psychological functioning and well-being ^[15][16]. The fulfillment of these BPNs is positively associated with individuals’ WB ^[16][17]. The existing literature examining the relationship between prosocial behavior (PB) and well-being (WB) has presented mixed findings, leaving a research gap in the understanding of the precise nature of this association ^[17][18][19][18,19,20]. While some studies have reported a positive link between PB and WB, others have yielded conflicting results ^[20][21][21,22]. These discrepancies underscore the complexity of this relationship and highlight the need for more context-specific investigations to better understand the underlying mechanisms at play. Additionally, the mechanisms through which PB influences or affects WB remain unclear and have been understudied ^[22][23].

Prosocial behavior refers to actions that benefit others, groups, or society as a whole ^[23][24]. These behaviors encompass acts such as helping, sharing, volunteering, cooperation, and charitable giving ^{[24][25][26][27]}[25,26,27,28]. Recent studies have further expanded the understanding of prosocial behaviors, highlighting their relevance in various contexts, including educational settings ^[28][29][29,30]. From an individual standpoint, engaging in prosocial behavior contributes to personal self-esteem and satisfaction ^[30][31][31,32]. On an interpersonal level, prosocial behavior enhances social interactions and fosters interpersonal harmony ^[32][33]. Furthermore, prosocial behaviors are considered symbols of social responsibility and play a crucial role in maintaining social harmony ^[33][34].

While previous research has primarily focused on contextual factors related to helping behavior, there has been a growing interest in studying prosocial behavior within group and cross-group contexts among students ^[34][35]. Specifically, Chinese society places a strong emphasis on interconnectedness and social harmony, valuing virtues such as benevolence, compassion, and mutual support ^[35][36]. Acts of helping others are often perceived as integral to nurturing collective well-being and maintaining societal balance ^[36][37]. Moreover, the influence of Confucian principles, deeply ingrained in Chinese cultural values, underscores the significance of altruistic actions and moral integrity in interpersonal interactions ^[37][38][38,39]. Within this context, understanding the manifestation and effects of prosocial behavior among students can provide valuable insights into the cultural dynamics and social norms that influence their altruistic actions. Research examining prosocial behavior among students in China can illuminate the cultural factors that shape their attitudes and behaviors, as well as inform the development of culturally sensitive interventions and educational strategies that promote prosocial behavior and enhance the well-being of Chinese students.

With the increasing prominence of psychological issues among vocational students, improving their well-being has become a crucial area of interest for researchers and society at large. Prosocial behaviors, which benefit others and promote harmonious interpersonal relationships, have been linked to well-being ^[39][41]. Engaging in prosocial behaviors provides individuals with a sense of purpose and fulfillment ^[27][28], promotes positive feelings and moods ^[40][41][42,43], and enhances social integration and connection, leading to the development of interpersonal relationships ^[42][43][44][44,45,46]. These factors contribute to an improved sense of self-worth, belonging, and connectedness, which ultimately enhances well-being ^{[45][46][47][48]}[47,48,49,50].

However, the underlying mediating mechanisms (i.e., how PB influences WB) among vocational students remain a topic for ongoing inquiry, even though PB has been found to increase levels of WB. Additionally, previous research has explored various mediators that might explain the link between prosocial behaviors and well-being. For instance, studies have examined the role of basic psychological needs, social support, self-esteem, and positive affect as potential mediators ^[35][49][50][36,51,52]. The theory of basic psychological needs, developed by Deci and Ryan ^[51][53], posits that satisfying the needs for autonomy, competence, and relatedness is crucial for promoting individual growth and enhancing well-being. According to this theory, individuals have an innate tendency towards self-integration and growth, which relies on the fulfillment of these basic psychological needs. Autonomy need refers to the desire for self-determination and control over one’s life, competence refers to the desire for mastery and effectiveness, and relatedness refers to the desire for close connections with others. When these needs are satisfied, individuals are more likely to experience positive physical and mental health outcomes ^[52][54]. Conversely, when these needs are not met, individuals may become ill-adjusted and experience negative impacts on their well-being ^[53][54][55,56].

Research has consistently demonstrated that satisfying basic psychological needs positively influences well-being, leading to increased vitality, positive emotions, and self-esteem, and reduced anxiety and depression ^[55][56][57][57,58,59]. Moreover, it has been found that prosocial behavior plays a significant role in satisfying these basic psychological needs and contributing to overall well-being ^[58][59][60,61]. Prosocial behavior has been shown to fulfill individuals’ autonomy needs by allowing them to express their internal values and exercise a sense of control over their actions ^[35][36]. When individuals engage in acts of kindness or cooperation, they have the opportunity to make choices aligned with their personal values, thus satisfying their need for autonomy. Additionally, prosocial behavior fulfills competence needs by providing opportunities to demonstrate one’s skills and usefulness to others ^[58][60]. By engaging in prosocial behaviors, individuals can showcase their competencies and capabilities, contributing to their sense of competence and self-efficacy. Furthermore, prosocial behavior satisfies individuals’ relatedness needs by reducing social isolation and fostering social connections ^[51][53]. When individuals engage in prosocial acts, they often experience a sense of connection with others and strengthen their social bonds. By helping others or engaging in cooperative behaviors, individuals create opportunities for social interaction and belongingness, fulfilling their need for relatedness. These findings highlight the significance of prosocial behavior as a means of satisfying basic psychological needs and contributing to overall well-being.