A survey of college students’ willingness to participate in social practice with perceived environmental support based on the applied mixed research method

Abstract

Contemporary social reform promotes rapid social transformation, and social practice has a special educational function in higher education. However, research shows weak willingness to participate in social practice among college students. Using the mixed research method, 438 completed questionnaire surveys on perceived environmental support were collected from college students. The influence of perceived environmental support on Chinese college students’ willingness to participate in social practice was analyzed using partial least squares structural equation modeling, and an empirical test was conducted. The findings are as follows: (1) Perceived environmental support significantly impacts students’ participation attitude and perceived behavioral control. (2) Participation attitude and perceived behavioral control significantly influence participation intention, but behavioral norms have no significant influence. (3) Participation intention and perceived behavioral control significantly influence actual behavior. This study provides the theoretical basis of perceived environmental support for future research on social practice participation intention and offers some theoretical guidance for the implementation of social practice in China.

Cultivating Inclusive Voices: Empowering Student Leaders through Inquiry-Structured Agendas in Feedback Meetings

“…Views and satisfaction of the participants of the meeting process as measured through validated tool Bélisle et al (2022); Niederman et al (2008) demonstrated SVC meetings can further reiterate the importance of these applied activities as contributing to the larger picture of social practice in educational institutions (Li et al, 2022).…”

“…In this work, student feedback that is communicated efficiently, well-received and accordingly acted upon; have impacted the overall constructive discourse during the meetings (Kauffeld and Lehmann-Willenbrock, 2012;Kauffeld and Meyers, 2009b;Lehmann-Willenbrock et al, 2017). Staff facilitators and educators, therefore, have pivotal role to play in developing student leaders and enhancing their participation in social practice (Allen and Lehmann-Willenbrock, 2023;Kauffeld and Lehmann-Willenbrock, 2012;Kauffeld and Meyers, 2009b;Lehmann-Willenbrock et al, 2011;Li et al 2022;Serriere et al, 2011;Zijlstra et al, 2012). It is important to note that student representatives in their role during SVC meetings, also communicate to student union within the wider teaching and learning communities.…”

“…It is important to note that student representatives in their role during SVC meetings, also communicate to student union within the wider teaching and learning communities. This emphasises the importance of providing student representatives with a platform for social practice, recognising them as stakeholders in university governance (Carey, 2013;Li et al, 2022;Mitra, 2005).…”

“…As highlighted by Allen and Lehmann-Willenbrock (2023) and Lehmann-Willenbrock et al (2017), a group leader can model behaviours for good practice which influences the group with increased frequency of interaction. In improving this social practice, the renewed practice of agenda structure and meeting facilitation enables educators to enhance students' social practice on student voice and to develop young leaders' developmental skills (Li et al, 2022;Mitra, 2005;Zijlstra et al, 2012). Furthermore, enhancing the quality of higher education has a direct impact on the societal influence of student graduates in their career progression (Donald et al 2018).…”

“…Insight gained surrounding participants' perspectives surrounding agenda topics written as question statements Krattemnaker (2007) to facilitate meeting objectives and outcomes may shed some light into this renewed practice of reframing agenda as a tool to improve meeting process (Di Virgilio and Ludema, 2009). Effective meeting practices led by student representatives can serve as opportunities for social practice that develops students' leadership skills in the wider context as future leaders in society (Li et al 2022;Mitra, 2005).…”