Parental marital satisfaction is a well-established protective factor for prosocial behavior in adolescents, yet the parental socialization of adolescent prosocial behavior is limited in Chinese culture. Furthermore, it remains unknown whether the association between parental marital satisfaction and adolescent prosocial behavior is mediated by parent–child intimacy and/or adolescent empathy. The present study examined these associations in 480 students (50.4% male, age = 12.7 ± 0.54 years) and one of their parents. Path analysis (Mplus) revealed that parental marital satisfaction was related to a high level of parent–child intimacy, which was, in turn, associated with a high level of adolescent empathy, which itself predicted adolescent prosocial behavior. The serial mediation effect differed between boys and girls. Specifically, compared with boys, girls’ parent–child intimacy was a stronger predictor of their empathy, and empathy had a stronger predictive effect on their prosocial behavior. Several implications for interventions and policies for increasing prosocial behavior in children are suggested.

Moral character is the key component of positive youth development. However, few studies have examined children’s moral character and the association with bullying and bullied behavior. Guided by the framework of positive psychology, this study aimed to investigate the association of moral character with bullying and bullied behavior among children in rural China and whether the association differed between left-behind children (LBC) and non-left-behind children (NLBC). A total of 723 children (aged 11–16 years) in rural China completed standard questionnaires that contained six specific character traits and bullying/bullied behavior. Latent profile analysis revealed that children’s moral character was divided into three classes (i.e., low-character class, average-character class, and high-character class). Compared with children in low-character and average-character classes, children in the high-character class had the lowest bullying and bullied behavior. Children in the low-character class were those at greater risk of bullied behavior. The association of the latent character classes with bullied behavior differed between LBC and NLBC. These findings highlight the urgent need for character-based and targeted interventions to prevent children’s bullying and bullied behavior.