Purpose Universities are expected to advance the sustainable development goals (SDGs), but research on university social responsibility (USR) rarely examines how it shapes students’ social-emotional development and SDG-relevant outcomes in higher education (SDG-3, SDG-4, SDG-17). Design/methodology/approach A survey of 800 students at a Chinese higher education institution was conducted, and the proposed relationships were tested using structural equation modeling with bootstrapped confidence intervals. Findings Perceived USR was positively associated with students’ core self-evaluations (CSE) and interpersonal responses (IPR), which, in turn, were related to lower academic anxiety and higher academic self-efficacy (ASE). USR was also positively associated with SDG-3 (good health and well-being), SDG-4 (quality education) and SDG-17 (partnerships for the goals). ASE was positively associated with SDG-4, whereas IPRs were positively associated with SDG-17. Multi-group analyses revealed a single gender-related difference in the association between ASE and SDG 4 (quality education). Practical implications Higher education institutions should make USR visible and experiential, reduce anxiety and build efficacy, through scaffolded learning and support and ensure equitable efficacy-building given the observed gender difference in SDG-4 translation. Social implications By strengthening CSE and IPR, lowering anxiety and enhancing ASE, USR can advance student well-being, learning quality and partnership capacity, aligning with SDGs 3, 4 and 17. Originality/value This study specifies and empirically tests social-emotional mechanisms linking USR to SDG-related outcomes, integrating social cognitive theory and self-determination theories.
Khan et al. (Wed,) studied this question.