Prosocial behavior contributes to the well-being of individuals as well as the harmonious development of society. This research aimed to reveal the mechanisms underlying the relationship between the psychological suzhi and prosocial behavior of Chinese adolescents with the consideration of time. A total of 477 adolescents (228 boys, 49.1%; Mage = 14.04 and SD = 1.77) from southwest China completed three questionnaires during waves 1 and 2. Results showed that psychological suzhi and forgiveness were positively correlated with prosocial behavior in both waves 1 and 2; psychological suzhi significantly predicted both current and three months later prosocial behavior and forgiveness played a mediating role in both immediate and lasting effects of psychological suzhi on prosocial behavior. Psychological suzhi and forgiveness are vital predictors of adolescents’ prosocial behaviors in China. Interventions based on psychological suzhi and forgiveness are essential to promote the development of pro-social behaviors.

In today’s world, global ecological environment problems are increasingly serious, and human beings have gradually realized the importance of protecting the ecological environment. With the continuous deepening of the concept of sustainable development, the concept of green education has also aroused great attention in the education sector; moreover, its concept has gradually been applied to education and teaching. However, there are many problems in the application of green education. For example, the current green education system is not sound, the importance of green education in schools is not obvious, and there is no effective green teacher training program. In order to improve the current application of green education, this paper proposes to integrate the concept of sustainable development into the teaching of green environmental protection education. Through the construction of a sound green education system and green education classrooms, green ecological ideas would thus be infiltrated into many aspects of education and teaching. Due to the uneven distribution of educational resources in many regions, the quality of education in these regions is also uneven. In order to improve this situation, this paper also constructs an educational resource distribution model. Furthermore, this paper also analyzes the educational resource allocation model by using a differential evolution algorithm. From the experimental results, under the algorithm in this paper, the average student–teacher ratio of each county was 4.93, and the average number of books per student was 38.92. The average running time of teacher resources and book resources allocated by the model was found to be 1.47 s and 1.39 s, respectively. Under the traditional algorithm, the average student–teacher ratio in each county was 5.93, and the average number of books per student in each county was 31.8. The average running time of teacher resources and book resources allocated by the model was 2.36 s and 2.58 s, respectively. It can be seen from the above data that the algorithm in this paper can effectively optimize the allocation rationality of the educational resource allocation model and shorten the running time of resource allocation.

Positive academic emotions can promote good academic performance and development in students. Therefore, how teachers stimulate students to produce more positive academic emotions is particularly important. This study aimed to reveal the underlying mechanism of teacher support and adolescents’ positive academic emotions. A total of 854 students from western China participated in this survey, which included the Students’ Perception of the Teacher’s Behavioural Support Questionnaire, the Psychological Suzhi Questionnaire for Middle School Students, the General Self-Efficacy Scale, and the Achievement Emotions Questionnaire (396 boys; 12 to 20 years old, Mage = 15.3, SD = 2.04). Results showed that (1) teacher support, psychological suzhi, and general self-efficacy were positively correlated with students’ positive academic emotion; (2) psychological suzhi and general self-efficacy played a separate mediating role between teacher support and adolescents’ positive academic emotion; and (3) teacher support also influenced adolescents’ positive academic emotion through the serial mediation of psychological suzhi and general self-efficacy.