Studies have revealed that emotion-based learning outcomes are scarce when teachers’ competence and creative performance are neglected, further university performance in relation to teachers’ emotion-based learning outcomes is disregarded in literature so far. Based on the Attributional theory of achievement motivation and emotion, the purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes, and satisfaction with university experience) of academicians in Pakistan’s higher education institutions (HEIs). This study also examines the mediating role of teacher competence (personal assessment) and creative performance (Creative self-efficacy and leadership/supervisor support) in a relationship between EI and learning outcomes. Furthermore, this study ascertained the relationship between learning outcomes and organizational performance (OP) of HEIs. This study used a sample frame of 237 academic professionals from Pakistani HEIs, the hypothesized associations were ascertained using the partial least squares structural equation modeling method (PLS-SEM). The findings disclose that EI has a positive and significant influence on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through teacher competence and creative performance while the relationship between learning outcomes and OP is established also. Results of the considered study reinforce the academic understanding of EI and propose how academicians of HEIs can value their competence and creative performance which in turn enhances learning outcomes and OP. There is a lack of studies in HEIs that investigate the relationship between EI, teacher competence, creative performance, learning outcomes, and OP. This is one of the initial researches that not only empirically examine the interface of EI, learning outcomes, and OP of HEIs’ academicians but also enlightens comprehensions into the prevailing literature by immediate investigation of the mediating role of teacher competence and creative performance in fundamental association.

Aim This study aims to examine financial literacy’s impact on individual investors’ financial behaviour while also investigating the mediating role of financial risk tolerance and the moderator effect of emotional intelligence. Methods The study collects time-lagged data from 389 financially independent individual investors from leading educational institutes in Pakistan. Data are analysed using SmartPLS (v 3.3.3) to test the measurement and structural models. Results The findings reveal that financial literacy significantly impacts the financial behaviour of individual investors. In addition, financial risk tolerance partially mediates the relationship between financial literacy and financial behaviour. Besides, the study found a significant moderating role of emotional intelligence in the direct relationship between financial literacy and financial risk tolerance and an indirect relationship between financial literacy and financial behaviour. Discussion The study examined a hitherto unexplored relationship between financial literacy and financial behaviour, mediated by financial risk tolerance and moderated by emotional intelligence.

Given the escalated gravity of interest in green start-ups in recent years, extant research on green entrepreneurial behavior has investigated the influence of green entrepreneurial intention in stimulating behavior. However, factors that shape green entrepreneurial intention warrant empirical scrutiny to provide a more nuanced understanding of how green entrepreneurial intention transforms into green entrepreneurial behavior. This study aims to explore the role of an individual’s cognitive mechanism, i.e., green mindfulness, in predicting university students’ green entrepreneurial behavior. The study examines a serial mediation model of green intrinsic motivation and green entrepreneurial intention in the relationship between green mindfulness and green entrepreneurial behavior. In addition, the study investigates the moderating role of spiritual intelligence in the direct relationship between green mindfulness and green intrinsic motivation, and the indirect association between green mindfulness and green entrepreneurial intention through green intrinsic motivation. The study adopts a time-lagged design to collect data from university students from Punjab, Pakistan. The authors analyze 395 responses from students in their final years using SmartPLS (v 4.0). As projected, our findings reveal that green mindfulness elevates green entrepreneurial intention through the mediator effect of green intrinsic motivation, which translates into green entrepreneurial behavior. Furthermore, spiritual intelligence significantly moderates the relationship between green mindfulness and green entrepreneurial intention, mediated by green intrinsic motivation, such that at high levels of spiritual intelligence the association is more pronounced and vice versa. The study presents several noteworthy theoretical and practical implications. From a theoretical perspective, the study contributes to the extant literature by investigating the link between green mindfulness and green entrepreneurial behavior through the serial mediator effects of green entrepreneurial intention and green intrinsic motivation and the moderator effect of spiritual intelligence. From a practical perspective the study presents a theoretical framework of university students’ green entrepreneurial intentions, culminating in green entrepreneurial behavior. By investigating these linkages our research draws practitioners’ attention to the crucial roles of green mindfulness and spiritual intelligence in fostering green entrepreneurial behavior.