To examine the mediating role of self-efficacy and social responsibility in the association between traditional cultural identity and prosocial behavior among primary school students in China. A total of 810 primary school students in grades 3-6 in Nantong City of Jiangsu Province and Pingliang City of Gansu Province were surveyed. The Traditional Cultural Identity Scale, the Primary School Students’ Social Responsibility Status Questionnaire, the General Self-Efficacy Scale (GSES) and Prosocial Tendencies Measure (PTM) were used to evaluate the respondents" current situations. The correlation analysis results showed that there was a significant positive correlation between traditional cultural identity, self-efficacy, social responsibility and prosocial behavior of primary school students(r=0.378～0.701,all P<0.01);The self-efficacy and social responsibility had significant mediating effects between traditional cultural identity and prosocial behavior of primary school students, with effect sizes of 0.106 and 0.644 respectively. The chain mediating effect of self-efficacy and social responsibility between traditional cultural identity and prosocial behavior of primary school students was also significant, with an effect size of 0.124. Traditional cultural identity can not only positively affect the prosocial behavior of primary school students, but also affect the prosocial behavior of primary school students through the sole mediating and the chain mediating effect of self-efficacy and social responsibility. it explains the impact and mechanisms of factors such as traditional cultural identity among primary school students on prosocial behavior to some extent, providing important references for their mental health development.