ENVIRONMENTAL KNOWLEDGE AS A MEDIATOR BETWEEN PERCEIVED GREEN INCLUSIVE LEADERSHIP AND STUDENT GREEN CREATIVITY

Jia-Xin Liu, Jian-Hao Huang

Abstract


Guided by Amabile’s Componential Theory of Creativity (CTC), this study tested a mediation model to assess how college students’ perceptions of green inclusive leadership (PGIL) affect their green creativity (GY) via environmental knowledge (EK). Data from 598 students at two Chinese colleges, collected through convenience sampling using structured questionnaires, were analyzed with the PROCESS macro. Results confirmed that PGIL positively influenced GY, with EK mediating this relationship. The findings validate the integration of PGIL within the CTC framework, addressing gaps in understanding motivational drivers of GY. This research uniquely applies CTC to sustainability education, offering theoretical and practical insights into fostering GY through green leadership in academic settings.

 

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perceived green inclusive leadership; environmental knowledge; green creativity; college students

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DOI: http://dx.doi.org/10.46827/ejes.v12i5.5997

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