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Article

How Engagement in the Industry-Education Integration Promotes One’s Attitudes toward Energy Efficiency. Evidence from Chinese University Students

by
Yuqian Li
1,
Xiaoguang Zhou
2,*,
Yaqi Pan
3 and
Wenli He
4
1
School of Teacher Education, Nanjing Xiaozhuang University, Nanjing 211171, China
2
School of Management, Jinan University, Guangzhou 510632, China
3
International Business School Suzhou, Xi’an Jiaotong-Liverpool University, Suzhou 215123, China
4
Meitoku Education Consulting Limited, Guangzhou 510000, China
*
Author to whom correspondence should be addressed.
Sustainability 2022, 14(23), 15890; https://doi.org/10.3390/su142315890
Submission received: 5 October 2022 / Revised: 13 November 2022 / Accepted: 24 November 2022 / Published: 29 November 2022
(This article belongs to the Special Issue Energy Consumption Control and Environmental Pollution Treatment in Sustainability)
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Abstract

:
In recent years, China has initiated cooperation between schools and enterprises in practical education. Accordingly, scholars have explored how universities and students benefit from this program. This article aims to investigate how students’ engagement in industry-education integration internships will influence their attitudes and behaviors in their daily lives. To examine our hypotheses, we distributed our questionnaires to 201 university students in China. Correlation analysis, regression analysis, and bootstrap method were adopted to analyze the data. The results show that students’ engagement in the internship of environmental protection enterprises will influence their purchase intention of energy-efficient products via their environmental concerns. Moreover, students’ social value moderates the relationship between environmental concern and purchase intention of energy-efficient products and the indirect relationship. Theoretical and practical implications are discussed.

1. Introduction

In recent years, the continuous adjustment of economic structure and the demand for industrial transformation and upgrading have put forward new requirements and challenges to the training of talents in colleges and universities [1]. The Chinese Ministry of Education published guidelines on “promoting cooperation between schools and enterprises in practical education” in 2012. After that, China put forward instructions to improve the vocational education and training system to deepen the industry-education integration research and school-enterprise cooperation. The further introduction of relevant instructions has greatly promoted the vigorous development of industry-education integration research. Many universities and companies are now on board. Through adapting students’ curricula, some applied universities develop engineering skills and work practice skills in their students to provide them earlier exposure and better prepare them for future jobs [2]. Due to the importance of industry-education integration in the targeted training of talents, more and more universities and enterprises are joining in, which has attracted widespread attention from academia and industry.
Existing research suggests that the rapid development of technology has led to a mismatch between the supply side of talent training and the demand side of the industry in terms of quality, quantity, and structure [3]. The two pieces of skin between talent training and demand need the all-around integration of the two sides [1]. Therefore, the new demands on the talent market will be transferred to the training of talent in universities [4]. The collaboration between universities and businesses is therefore increasingly significant, which will provide a platform to enhance the teaching and research of schools and the talent pool of businesses and act as an engine for economic development [5].
Industry-university combination and university-enterprise cooperation are indeed important ways for applied universities to deliver technical talents to enterprises. To promote the implementation of this pedagogical policy, schools cooperate with enterprises, providing internship opportunities for students to integrate what they learned with the enterprises’ needs. There have been numerous studies focusing on the role of industry-education integration in developing professional competence and shaping professionalism. However, industry-education integration programs, particularly internship programs, can also have a number of effects on students’ attitudes toward life. As the companies involved in the industry-education integration are mostly engineering and technology-based companies, such as environmental protection companies, the degree of integration in such internships will impact the students’ attitudes toward life to some degree. This study will focus on the impact of the internship experience in environmental protection companies on students’ attitudes toward life, such as environmental awareness. Sustainable development is the goal pursued by those companies to strike a balance between economic development and environmental sustainability, achieving a CSR reputation, which inadvertently influences the formation of environmental awareness among internship students. The formation of environmental awareness can, to a certain extent, influence an individual’s consumption choices. Individuals who are more environmentally conscious are more likely to adopt green consumption behaviors [6]. Despite the fact that there are numerous surveys on the importance of industry-education integration for cultivating employment-oriented talents, it has driven limited focus on the impact of the project on students’ attitudes toward life.
This paper will adopt a questionnaire survey to investigate the consumption intention of students who have participated in the internship of environmental protection enterprises. To be specific, the companies are those public companies that focus on effluent treatment, air pollution control, and energy products; the target students are those engineering students from the same university. So as to understand whether the internship experience in environmental protection enterprises has a positive impact on the willingness of students to buy energy-efficient appliances.
This research will provide insights into the impact of the industry-education program on students’ attitudes toward life and the impact of the environmental internship experience on the formation of environmental awareness and, thus, on consumption choices. This demonstrates, to a certain extent, the effect of the industry-education integration project on the quality of education and professionalism of the students. This will provide guidance for the development of non-technical aspects of the curriculum for future industry-education integration projects. Additionally, it will provide theoretical guidance on the causes of consumers’ green consumption behavior and have important theoretical and practical implications for building a sustainable society.

2. Literature Review and Hypotheses Development

2.1. Theoretical Grounding–Imprinting Theory

The imprinting theory originated with Douglas Spalding’s study of poultry, in which he observed that a newborn chick would follow the first moving object it saw, whether it was a living object or not, and would follow to imitate it. Based on this, the German biologist Oskar Heinroth also made some similar observations. Later, his apprentice Konrad Lorenz thoroughly analyzed and defined this phenomenon and called it imprinting, in which early experiences determine the subsequent social behavior.
The imprinting theory has two important features: the existence of a specific period of sensitivity and the long-term stability of the imprint [7]. This means that the organism is highly sensitive to the environment at a given time, producing an imprint that has lasting effects. The concept of imprinting theory has been widely applied to research in organizational ecology [8], career development [9], institutional theory [10]. Due to the blankness of experience, individuals are susceptible to external influences [11]. The effect on them will be enduring, even if the environment changes dramatically. Therefore, when individuals leave the early stages of their careers, they will also continue to carry with them the beliefs, behaviors, and orientations they adopted during this formative period [12]. Thus, internships, as an early stage of students’ participation in the workplace, can have lasting effects on students’ beliefs, behaviors, and orientations. Therefore, this paper adopts the imprinting theory to analyze the purchase intention of students participating in the internship of environmental protection enterprises.

2.2. Students’ Engagement in the Internship and Purchase Intention of Energy-Efficient Products

The industry-education integration is an employment-oriented talent training model which provides students with a stage of adaptation and preparation for their future work. Therefore, its curriculum is generally based on higher-order applications of academic roots, a reverse process of analysis and deconstruction from practice to theoretical knowledge [2]. Furthermore, it also reflects the practical nature of industrial knowledge and the instrumental nature of problem-solving [2]. Therefore, students can participate in the latest technological practices in the industry, helping them to understand the latest industry developments, broaden their horizons and promote innovative practices [2]. Further developing their innovative and entrepreneurial spirit [5]. Meanwhile, the role of industry-education integration in developing students’ vocational literacy cannot be ignored [13]. Career awareness is a key part of vocational literacy and can enhance students’ sense of responsibility and initiative. Career awareness is a tool for fully reflecting on oneself and a regulator of professional development that provides a holistic approach to the development of fulfilling professional responsibilities, social role establishment, and integrated personality building [14]. When it turns to a specific career, career awareness will have the opportunity to be fully and appropriately formed [14], helping students to develop a holistic experience of solving life’s problems [14]. Environmental protection companies are those that attach great importance to organizational green culture (OGC) and pursue a balance between environmental protection and profitability [15]. Organizational green culture and sustainable development are internal influencing factors of an enterprise, and CSR is an important part of shaping the external image of an enterprise. Corporate culture focuses on organizational green culture, which will affect employees’ responsibility to society to a certain extent [16]. Companies with a green culture are more likely to act considerate toward the community and society. It drives employees’ awareness of green practices and CSR activities, which will reshape their behavior [16]. This is because that culture serves as a model for employee behavior and attitude. Organizational culture is composed of standardized organizational norms, beliefs, and standards. When an organization has a green culture, it encourages employees to follow environmentally friendly values and practices [17]. Bhutto [18] and colleagues state that employees’ perception of a “green work climate” in the workplace and their green behavior significantly influence their green behavior. This will affect the environmental awareness and green values of the students as interns and have a profound impact. However, there is less research on the impact of industry-education programs on students’ lives.
Therefore, Hypothesis 1 is proposed:
Hypothesis 1. 
Students’ engagement in the internship is positively related to their purchase intention of energy-efficient products.

2.3. The Mediating Role of Environmental Concern

People’s behavior is influenced by both knowledge factors and psychological factors [19], and knowledge is an important influencing factor for consumers to make consumption decisions [20]. Imprinting theory also suggests that a person’s behavior can have a long-term impact on the imprinting of a specific sensitive period. Sultana and his team [19] asserted that there is a positive association between environmental knowledge and customers’ perceived value of goods. Thus, environmental knowledge encourages consumers to consume green products or services to some extent [21]. Additionally, it has been shown that people with scientific background knowledge show a stronger affinity and concern for environmental issues [22]. While students’ participation in internships in environmental protection companies provides them with access and opportunities to acquire relevant scientific knowledge, different levels of participation can have different effects on the formation of environmental awareness. From the psychological perspective, attitude is people’s emotional feeling toward a certain phenomenon, and it plays a crucial role in predicting consumers’ purchasing behavior [23]. Environmental attitude refers to beliefs, desires, and behavioral intentions related to the environment [24]. An environmentally friendly attitude is an attitude that considers the consequences of the environment, which can be shaped by one’s own experience or the influence of others [25]. Environmental concern shows an individual’s awareness of environmental problems and willingness to solve them [26]. Research shows that when consumers are more concerned about environmental change, their consumption behavior is more affected [27]. Students who participate in the internship in environmental protection enterprises face and participate in the impact of world environmental changes more intuitively [28], which, to a certain extent, affects and enhances their environmental concerns, which will lead to more long-term impact and promote their green consumption behavior.
Therefore, we propose Hypothesis 2, that
Hypothesis 2. 
Students’ environmental concern mediates the relationship between their engagement in the internship and purchase intention of energy-efficient products.

2.4. The Moderating Role of Social Value

Due to different environments and groups, consumers with different occupations have different lifestyles, preferences, and values, which will have an impact on his or her purchasing behaviors [29]. Consumer purchase decisions are influenced by consumers’ perceived value, which refers to their overall assessment of the utility as good [30]. Existing research has revealed three dimensions of perceived value, including utilitarian value, hedonic value, and social value. Social value refers to the social benefits gained in the purchase process and the use of green products, such as gaining recognition from others and building a suitable social image [31]. Social value is influenced by subjective norms because the group evaluation of the appropriateness of individual behavior will produce social pressure on individual behavior and thus affect individual behavior [32]. When consumers choose to buy some products not only to satisfy their own needs but also to establish and maintain social relationships, achieve social status, and other social functions [33]. In the business world, utilitarianism and hedonism play an important role in stimulating user behavior, while social value plays a decisive role [34]. Green products have pro-social attributes; therefore, the use of a green product means doing something socially valuable [35]. Influenced by traditional concepts, Chinese people generally pay attention to collective values and others’ evaluations of them [36]. Therefore, under the impact of collective value, people hold a high willingness to buy green products [37]. Additionally, perceived value had a significant positive effect on consumer attitudes toward energy-efficient appliances [38]. Thus, when consumers are driven by social value, green products are preferred over conventional products [38]. The use of green products leads to consumer satisfaction as consumers feel that society values them personally more in terms of social values [35].
However, the emotional and green values of consumers will be considered when ignoring the impact of social values. Emotional value is defined as the emotional utility generated by a green product or service. Green value means the effectiveness of green products in reducing environmental pollution and increasing consumer awareness of environmental protection [39]. The inconsistency of purchases exhibited by consumer behavior reflects the gap between consumers’ environmental awareness and their purchasing behavior [40]. When faced with shopping choices, consumers tend to make choices that are consistent with their emotional goals [31]. Influenced by green environmental protection knowledge, consumers purchase green products to directly or indirectly serve environmental protection and promote sustainable development [41]. Environmentally conscious consumers are therefore more likely to purchase energy-efficient products, and the reason they show concern for the environment in their consumption is not to gain the approval and recognition of others, but to pursue ecologically sound practices [31].
Therefore, Hypothesis 3 is:
Hypothesis 3. 
Students’ social value moderates the relationship between their environmental concern and purchase intention of energy-efficient products such that the relationship is stronger when social value is low.

2.5. The Moderated Mediation Model

In China, people are concerned about their public image and social performance [42] and therefore tend to focus on the social value of products. Thus, social value can influence consumers’ purchase choices. In addition to this, expertise and value emotions also influence one’s value judgments. Therefore, for potential consumers of green products, the perceived value includes not only the specific value of product functions and others’ perspectives but also the concern for the ecological environment and the expectation of ecological environment improvement [37].
We, therefore, propose Hypothesis 4, that
Hypothesis 4. 
Students’ social value moderates the indirect effect of their environmental concern in the relationship between their engagement in the internship and purchase intention of energy-efficient products. The indirect effect is stronger when social value is low.
The proposed framework of this study is displayed in Figure 1.

3. Method

3.1. Sample and Procedures

We collected data using a questionnaire survey method. All the participants were from the School of Engineering of a university in China. This university has close partnerships with various companies, and it has built university-industry integration agreements. We sent out paper questionnaires to students who had participated in an internship in an environmental protection enterprise. All participants received a monetary reward after completing the questionnaire survey. Before sending the questionnaire, we ensured that participants would participate anonymously and that their responses would only be used in academic research. This sampling strategy has proven to be a reliable way to collect data [43]. Small meaningful gifts were distributed to participants when the questionnaire was returned. A total of 260 university students participated in the study, and 201 valid questionnaires were obtained, excluding invalid questionnaires such as those in which most questions were not answered. The effective recovery rate is 77.31%, which suits the requirements of our research. The average age and monthly income of the participants were 22.2 and 0.59, respectively.

3.2. Measures

In this study, all scales were initially studied using English. According to the procedure of back-translation [44], we translated all the projects into Chinese for the convenience of subsequent investigation. The scale is derived from the results of the questionnaire developed among students. All the items of the scales need to be responded according to a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).

3.2.1. Engagement in the Internship

In terms of engagement in the internship, we adopted the nine-item scale developed by Schaufeli et al. [45]. A sample item is, “I am passionate about this internship.” Cronbach’s alpha for this scale was 0.78.

3.2.2. Environmental Concern

Environmental concern was assessed with the four-item scale developed by Wang et al. [46]. A sample item is, “I have been worried about the change of climate warming.” Cronbach’s alpha for this scale was 0.75.

3.2.3. Social Value

To measure participants’ social value, we used a three-item scale [47] that included items such as “purchasing energy-efficient products can make people recognize me.” Cronbach’s alpha for this scale was 0.63.

3.2.4. Purchase Intention of Energy-Efficient Products

For the purchase intention of energy-efficient products measurement, the scale consists of three-item revised by Martins et al. [48]. A sample item is, “I am willing to purchase energy-efficient products.” Cronbach’s alpha for this scale was 0.62.

3.2.5. Control Variables

Several control variables were introduced to our analyses to minimize the potential effects of exogenous variables. More specifically, the participants’ age and sex were controlled for in this study.

4. Data Analysis and Results

4.1. Preliminary Analyses

First, we conducted Pearson correlation analyses to examine the relationships between our study variables. The mean value, standard deviation, and Pearson correlation of the study variables are shown in Table 1. Sex and age were not positively correlated with the purchase intention of energy-efficient products. Engagement in the internship is positively correlated with environmental concern (r = 0.72, p < 0.01). The relationship between environmental concern and purchase intention of energy-efficient products (r = 0.30, p < 0.01) is positive and significant. Social value is positively correlated with environmental concern (r = 0.48, p < 0.01). Overall, there is no double collinearity between variables, so regression analysis can be conducted. Together, these results provided initial support for our hypothesis.

4.2. Hypotheses Testing

To test our hypotheses, we adopted multiple regression analyses [49]. Regression analyses can examine the correlational relationship between variables and build the regression equation. The results are shown in Table 2. Hypothesis 1 proposed that students’ engagement in the internship is positively related to their purchase intention of energy-efficient products. After controlling age and sex, in Model 2, students’ engagement in the internship is positively correlated with purchase intention of energy-efficient products (β = 0.27; p < 0.01). Thus, Hypothesis 1 is supported.
Hypothesis 2 shows that students’ environmental concern mediates the relationship between their engagement in the internship and purchase intention of energy-efficient products. Model 3 of Table 2 indicates that after adding environmental concern as a mediator, environmental concern was positively related to the purchase intention of energy-efficient products (β = 0.21; p < 0.05). Students’ engagement in the internship is not significantly correlated with the purchase intention of energy-efficient products (β = 0.13; n.s.). In view of these results, Hypothesis 2 is supported.
Furthermore, Hypothesis 3 showed that students’ social value moderates the relationship between their environmental concern and purchase intention of energy-efficient products such that the relationship is stronger when social value is low. In Figure 2, social value negatively moderates the effect of environmental concern on the purchase intention of energy-efficient products. Under low social value context, the purchase intention of energy-efficient products improves more based on environmental concerns. In light of these results, Hypothesis 3 is supported.
Last, Hypothesis 4 predicted that students’ social value moderates the indirect effect of their environmental concern in the relationship between their engagement in the internship and purchase intention of energy-efficient products. The indirect effect is stronger when social value is low. In Table 1, engagement in the internship is positively correlated with environmental concern, and environmental concern is positively correlated with the purchase intention of energy-efficient products. Based on Hypothesis 3, social value moderates the relationship between environmental concern and the purchase intention of energy-efficient products. We conducted a process analysis to further validate the moderating effect. Specifically, we conducted a bootstrap analysis using the PROCESS macro to validate the moderating role of social value [50]. The 95% confidence interval did not contain zero (LLCI = −5.82, ULCI = −4.04), and the coefficient was −4.93, indicating that the moderating effect is significant. Thus, Hypothesis 4 is supported.

5. Discussion

5.1. Key Findings

The study addressed three main questions: (1) The stronger the students’ internship participation, the higher their purchase intention for energy-efficient products. There is a positive relationship between them. (2) Students’ environmental concern mediates the relationship between their internship involvement and their purchase intention for energy-efficient products. In addition, students’ social values moderates the relationship between their environmental concern and intention to purchase energy-efficient products, and this relationship was stronger when the social value was low. (3) Students’ social value moderates the indirect effect of their environmental concern in the relationship between their internship participation and their intention to purchase energy-efficient products. The indirect effect is stronger when social value is low.

5.2. Theoretical Contributions

This study has three main theoretical contributions. First, drawing from the imprinting theory, this study demonstrates that students’ internship participation is positively related to their purchase intentions for energy-efficient products. There are few studies on student internships and student environmental awareness. Therefore, the current study adds some evidence of how imprinting theory can explain the effect of students’ internship experience on their following attitudes and behavior.
In addition, this study introduces students’ environmental awareness into our framework. In the past, research on students’ purchase intention has focused on the field of electronics or fashion products, and less research has been conducted on students’ purchase intentions of wanting to view environmentally friendly products. This study examines students’ environmental awareness in terms of their own environmental concerns. Thus, this finding enriches the literature on student school internships, especially the empirical evidence on the relationship between student school internships and environmental protection, labels that have recently been in the limelight [51].
The third contribution of this study relates to the student’s own social value, which also had a moderating effect on the relationship between their environmental concerns and their intention to purchase energy-efficient products, with the relationship being stronger when social value was low. Students’ social value moderated the indirect effect of students’ environmental concerns in the relationship between their participation in the internship and their intention to purchase energy-efficient products. The indirect effect was stronger when social value was low. The model combines various factors that promote students’ purchase of energy-efficient products, including social value, environmental awareness, and school-enterprise internship experience. Examining the various antecedents of students’ purchases of energy-efficient products provides additional ways to promote students’ consumer behavior and the development of environmental awareness in schools.

5.3. Practical Implications

This study examines the effect of students’ internships at an environmental protection enterprise with school-enterprise cooperation on their environmental awareness and purchase of energy-efficient home appliances. Students’ environmental concerns, internship participation, and students’ social value are also three important factors in the process of their internship at an environmentally friendly company. Because of this, the results of this study have significant implications for students’ environmental protection education, students’ environmental product purchasing behavior, and students’ school-enterprise internships. The results of this study can provide ideas for educational channels for school internships and increase students’ environmental awareness, which can help develop students’ environmental awareness as well as promote students’ eco-friendly product shopping behavior.
First, this study showed that students’ internship participation was positively associated with their purchase intention for energy-efficient products. The more involved students were in the internship process, the more likely they were to be aware of the importance of energy-efficient products in their lives. The more likely they are to realize the importance of energy-efficient products in their lives, the more likely they are to be willing to purchase energy-efficient products in their future lives. Therefore, attention should be paid to encouraging students to participate in school-enterprise internships as a way to promote students’ environmental awareness and purchase behavior for energy-efficient products during the teaching process.
Second, students’ environmental concerns mediated the relationship between their internship participation and their intention to purchase energy-efficient products. Students’ environmental concerns also influenced their internship participation and their intention to purchase energy-efficient products [52]. If students are more environmentally conscious, then they are more likely to purchase energy-efficient products later in life. Likewise, students’ environmental awareness will counteract their participation in internships at environmentally friendly companies, and the more likely they will strengthen their purchasing behavior for energy-efficient products. Therefore, it is essential for schools and society to focus on educating students about environmental protection and raising their awareness of it.
Finally, students’ social values moderate the relationship between their environmental concerns and their intention to purchase energy-efficient products, and this relationship is more robust when social values are low. Students’ social values moderated the indirect effect of their environmental concerns in the relationship between their participation in the internship and their intention to purchase energy-efficient products. The indirect effect was stronger when the social value was low. The fact that students are environmentally conscious does not mean that they will necessarily buy energy-efficient products because shopping behavior also needs to take into account their social values. For example, if they care more about the value of the product, then they may not necessarily buy energy-efficient products even if they are environmentally conscious. Therefore, it is essential to pay attention to the development of students’ social values, which is necessary to complete their eventual purchase behavior of energy-efficient products. In addition, if students’ social values are even lower, the mediating variable of environmental awareness becomes even more critical. If the students’ social value is low, environmental awareness is more necessary for the final consumption of energy-efficient products after the internship. Therefore, developing students’ ecological understanding is essential to promote their energy-efficient product consumption behavior.

Author Contributions

Conceptualization, Y.L.; methodology, X.Z.; formal analysis, Y.L. and X.Z.; investigation, W.H.; writing—original draft preparation, Y.L. and Y.P.; writing—review and editing, Y.L., X.Z. and Y.P.; supervision, Y.L.; project administration, X.Z. and W.H.; funding acquisition, Y.L. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by the Humanity and Social Science Foundation of the Ministry of Education, China (grant no.: 22YJA880022), Jiangsu Social Science Foundation (grant no.: 21JYB009) and Jiangsu Institute of Higher Education Foundation (grant no.: YB004).

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data used in this article will be made available by the authors without undue reservation.

Conflicts of Interest

The authors declare no conflict of interest.

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Sustainability 14 15890 g001 550
Figure 1. Theoretical model in this study.
Figure 1. Theoretical model in this study.
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Figure 2. Interaction between environmental concern and social value on purchase intention of energy-efficient products.
Figure 2. Interaction between environmental concern and social value on purchase intention of energy-efficient products.
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Table
Table 1. Descriptive statistics and correlations between the variables.
Table 1. Descriptive statistics and correlations between the variables.
VariableMeanSD1234567
1. Engagement4.320.40--
2. Environmental concern4.090.650.72 **--
3. Purchase intention4.350.420.28 **0.30 **--
4. Social value4.040.560.40 **0.48 **0.29 **--
5. Age22.202.58−0.000.00−0.030.00--
6. Sex0.590.49−0.10−0.17 *−0.08−0.120.01--
7. Salary2.911.060.35 **0.36 **0.26 **0.36 **−0.03−0.23 **--
Note. N = 201. * p < 0.05. ** p < 0.01.
Table
Table 2. Results of the moderated regression analyses.
Table 2. Results of the moderated regression analyses.
VariablePurchase IntentionEnvironmental Concern
Model 1Model 2Model 3Model 4Model 5
Control variables
Age−0.03−0.03−0.03−0.03−0.04
Sex−0.08−0.06
0.29 **		−0.03
0.32 **		−0.02
0.32 **		−0.03
0.32 **
Independent variable
Engagement in the internship 0.27 **0.13
Mediator
Environmental concern 0.21 *0.21 **0.14
Moderator
Social value 0.18 *0.17 *
Interaction
Environmental concern × Social value −0.16 *
R20.010.080.100.120.14
F0.745.825.566.666.31
Note. N = 201. * p < 0.05. ** p < 0.01.
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Li, Y.; Zhou, X.; Pan, Y.; He, W. How Engagement in the Industry-Education Integration Promotes One’s Attitudes toward Energy Efficiency. Evidence from Chinese University Students. Sustainability 2022, 14, 15890. https://doi.org/10.3390/su142315890

AMA Style

Li Y, Zhou X, Pan Y, He W. How Engagement in the Industry-Education Integration Promotes One’s Attitudes toward Energy Efficiency. Evidence from Chinese University Students. Sustainability. 2022; 14(23):15890. https://doi.org/10.3390/su142315890

Chicago/Turabian Style

Li, Yuqian, Xiaoguang Zhou, Yaqi Pan, and Wenli He. 2022. "How Engagement in the Industry-Education Integration Promotes One’s Attitudes toward Energy Efficiency. Evidence from Chinese University Students" Sustainability 14, no. 23: 15890. https://doi.org/10.3390/su142315890

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