Green Mind and Mental Health among Chinese College Students: A Chain Mediating Model of Eco-Generativity

Abstract

Education can be considered a key element in reaching the Sustainable Development Goals (SDGs) through ecological and social generativity specifically among young generations. This study explores the intricate relationships between ecological generativity, social generativity, environmental identity, agency, and their collective impact on the mental health of Chinese college students. Employing a cross-sectional design, the research enlisted a cohort of 2439 undergraduate students, aged between 18 and 23 years, from various universities in China. Utilizing validated instruments such as the Ecological Generativity Scale, Social Generativity Scale, revised Environmental Identity Scale (IED-R), and the Agency/Pathways dimension of the Eco-Generativity Scale-Short Form, alongside the Positive Mental Health Scale for mental health assessment, this study conducted correlational and mediational analyses to test four hypotheses. The results robustly supported the first hypothesis, establishing ecological generativity as a significant predictor of mental health, underscoring the vital role of environmental stewardship in enhancing personal well-being. Further analysis confirmed the positive relationships between ecological generativity and both social generativity and environmental identity (Hypothesis 2), illustrating how engagement in ecological preservation efforts fosters social cohesion and a deep-seated environmental connectedness. The verification of Hypothesis 3 highlighted the contributory roles of ecological generativity, social generativity, and environmental identity in empowering students with a sense of agency. Additionally, the complex interplay among these constructs, as detailed in the examination of Hypothesis 4, revealed a multifaceted mechanism through which they collectively influence mental health, with agency serving as a pivotal mediator. The study concludes by emphasizing the importance of integrating environmental consciousness into educational paradigms to promote ecological generativity, foster environmental identity, and empower students with a sense of agency. It recommends the development of interventions and educational programs aimed at enhancing mental well-being among college students, thereby contributing to a more sustainable and socially responsible future. This research not only adds to the growing body of literature on ecological generativity and mental health but also proposes practical implications for educational policy and practice.

1. Introduction

Education is recognized as a fundamental component in achieving the Sustainable Development Goals (SDGs). Ecological generativity refers to the concern and actions taken by individuals to create, maintain, and offer a sustainable environment to future generations [1]. Social generativity encompasses the broader spectrum of generative actions aimed at benefiting society [2]. Environmental identity, on the other hand, signifies a person’s sense of connection with the natural world, shaping their attitudes and behaviors towards it [3,4]. By fostering ecological and social generativity among citizens, education enhances environmental identity, which significantly influences the mental health of younger individuals [5,6]. This integral role of education not only promotes individual well-being but also catalyzes broader societal and environmental benefits, aligning with the objectives outlined in the SDGs [7,8]. The burgeoning field of environmental psychology has increasingly focused on understanding how individuals’ interactions with the natural environment can influence their mental health and well-being [9]. Amidst growing concerns about environmental degradation, the concepts of ecological generativity, social generativity, and environmental identity have emerged as significant areas of research interest [5]. These constructs not only highlight the importance of individuals’ contributions to environmental sustainability but also underscore the psychological benefits derived from such engagements.

Chinese college students face unique educational and environmental challenges that make this study particularly relevant. In China, rapid industrialization and urbanization have led to significant environmental changes, which have heightened public awareness and concern about environmental issues. The typical education experience for Chinese college students often includes rigorous academic demands and a strong emphasis on collective well-being, reflecting the cultural values of harmony and responsibility towards society and the environment. Despite this, there is limited focus on integrating ecological consciousness into the educational curriculum, which can impact students’ mental health, particularly in terms of eco-anxiety—a growing phenomenon where individuals experience chronic fear of environmental doom [10,11]. Eco-anxiety is increasingly prevalent among young people, including college students, who are acutely aware of the environmental crises facing their generation. Studies have shown that this anxiety can affect their mental health and overall well-being, making it essential to explore how educational interventions can mitigate these effects [12,13]. This study seeks to delve into the intricate relationships between ecological generativity, social generativity, environmental identity, agency, and their collective impact on the mental health of Chinese college students.

Moreover, agency, within this framework, is conceptualized as the belief in one’s ability to effect change through goal-directed behavior. The integration of these constructs provides a comprehensive framework to explore how a deepened relationship with the natural environment can bolster mental health among young adults.

The significance of this investigation lies in its potential to contribute to the broader discourse on sustainability education and mental health promotion within academic settings [14]. While previous studies have examined various aspects of environmental engagement and well-being, there remains a gap in understanding how these constructs interact and the role of educational institutions in nurturing such qualities among students. Moreover, the context of Chinese college students offers a unique perspective due to the country’s rapid environmental changes and the cultural emphasis on collective well-being.

This study aims to fill these gaps by employing a cross-sectional analysis to test the hypothesized relationships between ecological generativity, social generativity, environmental identity, agency, and mental health. Through its findings, the research seeks to provide insights into the mechanisms underlying these relationships and propose recommendations for educational interventions and policies aimed at fostering a sustainable and mentally healthy future for college students. By exploring these dimensions, the study contributes to the ongoing dialogue on the importance of integrating ecological consciousness into educational paradigms, highlighting the dual benefits of environmental stewardship and enhanced mental well-being.

2. Literature Review

2.1. Ecological Generativity: A Sustainable Response to Eco-Anxiety

Recent literature underscores the deleterious effects of climate change on mental health, highlighting the need for resilience-building strategies that can mitigate these impacts [15,16]. The psychology of sustainability and sustainable development largely emerged as a pertinent framework, advocating for an integrative approach that combines natural, applied, and social sciences to address the challenges of sustainable development [17]. Within this framework, ecological generativity can be seen as a psychological resource that not only contributes to environmental sustainability but also supports individual and communal well-being.

Di Fabio and Svicher [18] introduce the concept of ecological generativity as a sustainable development-related construct, designed to counterbalance the effects of eco-anxiety. Eco-anxiety, characterized by a chronic fear of environmental doom, has been recognized for its significant psychological impacts, leading to distress and impairment in functioning across various populations, including adolescents and adults globally [19]. In contrast, ecological generativity represents a proactive engagement with the environment, focusing on the care and preservation of natural resources for future generations [20]. This construct draws upon Erik Erikson’s theory of generativity [21], extending it beyond interpersonal relationships to encompass environmental stewardship and sustainability [1]. It encapsulates a positive-oriented perspective, emphasizing psychological resources at individuals’ disposal to cope with climate change anxiety, thereby potentially enhancing mental health and well-being [22].

Empirical studies on the relationship between ecological generativity and mental health outcomes are scant [5], suggesting an area ripe for investigation. However, theoretical discussions propose that ecological generativity, by fostering a sense of purpose, belonging, and contribution towards a greater good, may have positive implications for mental health [23,24,25]. This hypothesis aligns with broader research on generativity, which has been associated with greater life satisfaction, well-being, and reduced risk of depression among adults [26,27].

Integrating the concept of ecological generativity into mental health research and practice is crucial for promoting mental health resilience among Chinese college students [11]. China’s rapid industrialization and urbanization have led to significant environmental challenges, increasing the relevance of eco-anxiety among young people [12]. Studies show that eco-anxiety, characterized by chronic fear of environmental doom, can adversely affect the mental health and well-being of students who are highly aware of the environmental crises facing their generation [13]. By engaging in environmentally generative actions, students may experience an enhanced sense of agency, community connection, and optimism, counteracting the psychological burdens of eco-anxiety and climate change awareness. For instance, Liu and Luo (2023) found that ideological and political education focusing on ecological civilization significantly improved students’ pro-environmental attitudes and behaviors [11]. This suggests that fostering an eco-generative culture within educational institutions can stimulate positive environmental behaviors, contributing to both psychological well-being and environmental sustainability.

Furthermore, embedding ecological generativity into the educational framework could serve as a resilience-building strategy. Research indicates that environmental identity, which reflects an individual’s connection to the natural world, can reinforce commitment to environmental values and promote mental health [10]. The hypothesis that ecological generativity positively predicts mental health among Chinese college students bridges environmental psychology, sustainability, and mental health, offering an innovative research direction [12]. This line of inquiry not only enriches the academic discourse on sustainability and mental health but also provides practical implications for developing resilience-building strategies in the face of global environmental challenges. By understanding and leveraging the positive impacts of ecological generativity, educators and policymakers can create supportive environments that enhance students’ psychological resilience while promoting sustainable practices.

2.2. Ecological Generativity, Social Generativity, and Environmental Identity

Ecological Generativity is conceived as an individual’s commitment to contribute to the preservation and enhancement of the environment for the benefit of future generations. This construct extends the traditional notion of generativity, which is primarily concerned with nurturing and guiding the next generation, to include actions aimed at ensuring the sustainability of the natural world. Ecological Generativity embodies a proactive and forward-looking approach to environmental challenges, emphasizing the role of personal responsibility and initiative in promoting sustainable practices and policies.

Social Generativity, while closely related to ecological generativity, focuses more on the societal and communal aspects of generative actions. It involves efforts to create, maintain, and enhance social systems, communities, and cultures that promote the well-being of both current and future generations [2]. Social Generativity underscores the interconnectedness of individual actions and collective outcomes, highlighting the significance of social contributions and community engagement in addressing broad societal challenges, including those related to environmental sustainability.

Environmental Identity refers to the extent to which individuals define themselves in relation to the natural environment, incorporating nature into their self-concept [3]. This construct reflects a deep sense of connection with, and concern for, the natural world, influencing attitudes, values, and behaviors towards environmental protection [4]. A strong environmental identity is posited to motivate individuals to engage in environmentally responsible behaviors, as the well-being of the environment is seen as integral to one’s own well-being [6].

The interplay between Ecological Generativity, Social Generativity, and Environmental Identity suggests a synergistic relationship that can amplify environmental engagement among individuals, particularly Chinese college students. Ecological Generativity fosters a sense of personal agency and responsibility towards environmental preservation, which, when coupled with Social Generativity, extends this commitment to societal and community well-being. Together, these forms of generativity encourage actions that not only benefit the environment but also reinforce social ties and collective efforts towards sustainability.

Environmental Identity serves as a critical mediator in this process, as a strong identification with the natural world enhances the motivation to engage in generative actions. The integration of environmental concerns into one’s self-concept strengthens the commitment to environmental stewardship, bridging personal values and societal goals.

For Chinese college students, cultivating Ecological and Social Generativity, alongside a robust Environmental Identity, offers a comprehensive approach to environmental education and engagement. By fostering these constructs, educational programs can equip students with the psychological resources and motivational frameworks necessary to navigate and address the complex environmental challenges facing their generation, ultimately promoting a sustainable and socially cohesive future.

In conclusion, understanding the nuanced relationships among Ecological Generativity, Social Generativity, and Environmental Identity provides valuable insights into the psychological foundations of environmental engagement. These constructs collectively offer a theoretical framework for examining how individual and collective actions, informed by a deep sense of identity and responsibility towards the natural world, can contribute to sustainable development and environmental preservation.

2.3. Chain Mediating Role of Agency between Ecological Generativity, Social Generativity, and Environmental Identity and Mental Health

As previously discussed, Ecological Generativity reflects an individual’s commitment to environmental stewardship and sustainability, encouraging actions that benefit both present and future generations. Extending this idea into the social realm, Social Generativity emphasizes the significance of fostering and supporting future generations through community involvement and social contributions. In contrast, Environmental Identity pertains to the degree to which individuals perceive themselves as connected to the natural environment. This identity reinforces a commitment to environmental values and behaviors, motivating individuals to act in alignment with their ecological self-concept. Hence, these three critical factors could enhance the understanding about how environmental concerns are internalized and translated into proactive behaviors. Finally, Agency, defined as the capacity to act independently and make one’s own choices, is pivotal in this hypothesis [28]. Suggesting a chain mediation of Agency between Ecological Generativity, Social Generativity, and Environmental identity—on the one hand—and Mental Health—on the other hand—it is hypothesized that individuals who exhibit higher levels of ecological generativity, social generativity, and environmental identity possess a stronger sense of agency. This is because these constructs foster a proactive orientation towards environmental challenges, encouraging individuals to envision and pursue sustainable goals [29,30]. The synergistic effect of ecological and social generativity, alongside a strong environmental identity, is believed to empower individuals with the confidence and determination to effect change. This is particularly relevant for Chinese college students, who are at a formative stage of developing their social identities and values [30,31,32]. During college years, students are exposed to diverse ideas and experiences that shape their worldviews and personal philosophies. The integration of ecological and social generativity into their education can significantly influence their developing identity, making them more attuned to environmental and social issues [11]. Given the rapid environmental changes and societal pressures in China, fostering a sense of agency in students through these constructs can help mitigate feelings of helplessness and eco-anxiety, promoting mental resilience [12].

Research indicates that young adults in China are increasingly concerned about environmental issues, yet they often feel powerless to effect change due to the magnitude of these challenges and the societal emphasis on economic growth over environmental sustainability [33]. By enhancing their ecological and social generativity, along with a strong environmental identity, students can develop a sense of empowerment and purpose, which is crucial for their mental health and overall well-being [6]. Thus, this study aims to explore these relationships to offer insights into how educational strategies can bolster both environmental stewardship and psychological resilience among Chinese college students.

In the Chinese context, where collective values and social harmony are emphasized, the interplay between social generativity and environmental identity may be especially influential in shaping agency. The collective orientation of Chinese culture may amplify the impact of social generativity, as actions for the common good are highly valued [34]. Moreover, the growing environmental consciousness among Chinese youth, coupled with the country’s focus on sustainable development, provides a fertile ground for ecological generativity to flourish [35].

Empirically, research suggests that a strong sense of connection to the natural world and a commitment to future generations can significantly influence one’s sense of agency in environmental contexts. This relationship is underpinned by the idea that individuals who feel a deep sense of responsibility towards the environment and society are more likely to believe in their ability to contribute to positive change. Furthermore, the activation of ecological and social generativity, together with an ingrained environmental identity, may enhance self-efficacy in environmental actions, driving the belief that one can effectively navigate obstacles to sustainability.

Agency, or the self-perception of being capable of achieving goals and developing successful plans, directly influences mental health by empowering individuals with a sense of control and efficacy. The belief in one’s ability to make meaningful environmental contributions through sustainable actions fosters optimism and reduces feelings of helplessness, which are often associated with eco-anxiety and other environmental concerns [36,37]. Thus, agency serves as a critical link between eco-generative actions and mental well-being, enabling individuals to pursue their ecological goals with confidence and resilience [38,39].

Integrating these constructs presents a holistic approach to enhancing mental health among Chinese college students. By fostering ecological generativity, individuals develop a proactive stance towards environmental preservation. Through social generativity and a strong environmental identity, they cultivate a sense of belonging and purpose that transcends individual interests, promoting social cohesion and a deep connection to the natural world. Agency further empowers these individuals to act on their ecological and social concerns, leading to a positive feedback loop where eco-generative actions and mental health mutually reinforce each other.

Based on the above revised literature, the following hypotheses are proposed:

H1. 

Ecological Generativity directly positively predicts Mental Health among Chinese college students.

H2. 

Ecological Generativity positively predicts Social Generativity (H2a) and Environmental Identity (H2b) among Chinese college students.

H3. 

Ecological Generativity (H3a), Social Generativity (H3b), and Environmental Identity (H3c) positively predict Agency among Chinese college students.

H4. 

Ecological Generativity positively and indirectly, through Social Generativity (H4a), Environmental Identity (H4b), and Agency (H4c), predicts Mental Health.

The full model for the present research is displayed in Figure 1.

3. Method

3.1. Participants and Procedure

The study focused on a cohort of undergraduate students from China, consisting of 2439 individuals aged between 18 and 23 years, with a mean age of 20.52 years and a standard deviation of 1.51. Females constituted 58.3% of the sample. The author leads the research project titled “Research on the Digital Transformation Path of Innovation and Entrepreneurship Education in Universities under the Background of Industry Education Integration”, of which this study is a part, funded under the number 230801154807227. The protocol for the study received approval from the Ethical Committee of the Southeast University (No. JSAX-2023-02c).

The sampling strategy was designed to ensure a diverse and representative sample of undergraduate students across different universities in China. A multi-stage sampling method was employed. In the first stage, universities were selected using stratified sampling to ensure representation across different geographic regions (eastern, central, and western China) and types of institutions (comprehensive universities, science and technology universities, and normal universities). From each stratum, universities were randomly selected to participate in the study. In the second stage, departments within the selected universities were chosen using random sampling. Departments from a range of disciplines, including humanities, social sciences, natural sciences, and engineering, were included to ensure a diverse academic representation. In the final stage, students within these departments were recruited using a convenience sampling approach. Recruitment was conducted via advertisements placed on both tangible bulletin boards and digital platforms within the academic environment. These advertisements concisely outlined the objectives of the research, highlighting the voluntary nature of participation, the ability to withdraw at any time without repercussions, and the absence of financial remuneration for participation. Contact information for the lead researcher was made accessible through a WeChat number for further inquiries. Respondents contacting this number received explicit instructions on completing the survey. The survey’s preliminary section included questions designed to confirm informed consent, with progression to subsequent sections dependent upon positive responses to these inquiries.

Initially, 2589 potential participants were identified; however, 150 were excluded from the final analysis due to incomplete survey responses.

3.2. Instruments

All the answers were rated on a five-point Likert scale (ranging from 1 = strongly disagree/not at all true for me to 5 = strongly agree/completely true for me).

1. Ecological Generativity. The concept of Ecological Generativity was evaluated through the application of seven items pertaining to Gen-Life (spanning lifetime generative concerns) scale [40]. These items are designed to encapsulate a range of environmental stewardship considerations, specifically: efficient energy utilization, maintaining cleanliness in our surroundings, adopting an eco-conscious lifestyle, minimizing waste production, opting for organic food selections, ensuring animal welfare, and supporting the generativity of social institutions. The full list of items is included in Appendix A.

2. Social Generativity. The variable of Social Generativity was measured using the Social Generativity Scale [25]. This scale encompasses six dimensions focusing on: initiating actions to preserve the earth for future generations; embodying a sense of duty towards enhancing the community where one resides; contributing a share of one’s daily resources to foster the development of future societies; pledging to contribute to the prosperity of upcoming generations; engaging in endeavors that outlive the individual; and aiding others in their personal development journeys.

3. Environmental Identity. The revised Environmental Identity Scale (IED-R), [41], was employed to evaluate this variable. The IED-R, introduced by Clayton et al. in 2021, is a refined tool consisting of 14 items that delve into the cognitive, behavioral, and emotional dimensions of an individual’s relationship with nature. It encompasses elements such as perceiving oneself as an integral part of nature, committing resources to the preservation of natural settings, adopting a lifestyle that is in harmony with environmental sustainability, and experiencing a sense of peace when in natural surroundings.

4. Agency. The Agency/Pathways dimension (four items) of the Eco-Generativity Scale-Short Form (EGS-SF), as developed by Di Fabio and Svicher in 2024 [18], was utilized in this study. This particular subscale integrates components that embody a person’s conviction in their capability to achieve objectives (Agency) and their ability to devise effective strategies towards goal achievement (Pathways), drawing upon the Hope theory conceptualized by Snyder, Harris, Anderson, Holleran, Irving, Sigmon, Yoshinobu, Gibb, Langelle, and Harney [28], yet tailored to environmental contexts. This factor highlights the cognitive evaluations concerning one’s capacity to reach desired goals, encompassing aspects such as goal fulfillment, prioritizing success over failure, viewing challenges as opportunities, and maintaining a predominantly positive emotional stance in the pursuit of these goals.

5. Mental Health. The Positive Mental Health Scale (PMHS) comprises 14 items designed to evaluate aspects of mental well-being. This study employs a shortened form of the scale [42] which includes 9 items measured on a 4-point Likert scale ranging from 0 (do not agree) to 3 (agree), where a higher score denotes a healthier and more positive state of mental health. This abbreviated version focuses on evaluating the positive facets of health and life experiences, with items that reflect feelings of carefreeness, enjoyment of life, the ability to meet one’s needs, and being in good physical and emotional health. Lukat et al. confirmed that this streamlined version operates as a unidimensional measure, demonstrating strong reliability and validity in its assessment of positive mental health.

3.3. Measurement and Translation Procedure

Many of the scales used to measure the variables in this study were adapted from existing references in English. To ensure the accuracy and cultural relevance of these scales in the Chinese context, a rigorous translation process was followed, guided by established translation and back-translation methodologies. Initial Translation: The author initially translated the scales from English to Chinese, utilizing proficiency in both languages and familiarity with the subject matter to ensure that the translations were accurate and conceptually equivalent to the original scales. Back-Translation: To verify the accuracy of the initial translation, the author enlisted the help of two bilingual colleagues who were not familiar with the original scales to translate the Chinese version back into English. This step was essential to identify any inconsistencies or conceptual deviations from the original scales. Comparison and Reconciliation: The author compared the back-translated English versions with the original English scales. Any inconsistencies were addressed through discussions with the colleagues involved, ensuring that the final Chinese versions were both accurate and culturally appropriate. Expert Review: The final Chinese versions of the scales were reviewed by a panel of experts in the field of psychology and education, as well as by native Chinese speakers. This review ensured that the scales were clear, comprehensible, and culturally relevant. The Chinese version of the scales is provided in Appendix A, column B.

Concerning the validity and reliability, and although a formal pilot study was not conducted due to logistical constraints, several steps were taken to ensure the reliability and validity of the translated scales: Content Validity: The expert review process also served as a content validity check, ensuring that the scales accurately captured the intended constructs within the Chinese cultural context. Pre-Testing: The translated scales were pre-tested with a small group of students (n = 30) from the target population. Feedback was collected regarding the clarity and comprehensibility of the items. Minor adjustments were made based on this feedback to improve the scales. Reliability Analysis: Internal consistency reliability of the scales was assessed using Cronbach’s alpha during the main study. The alpha values for all scales exceeded the acceptable threshold of 0.70, indicating good internal consistency (please see

Table 1. Correlations Between Ecological Generativity, Social Generativity, Environmental Identity, Agency, and Mental Health.

Variables	Mean	SD	1	2	3	4	5
1. Ecological Generativity	4.01	0.90	0.78
2. Social Generativity	3.73	0.87	0.517 **	0.84
3. Environmental Identity	4.23	0.80	0.357 **	0.425 **	0.89
4. Agency	4.03	0.71	0.576 **	0.494 **	0.349 **	0.76
5. Mental Health	3.68	0.48	0.255 **	0.162 **	0.164 **	0.311 **	0.77

Note. SD = Standard Deviation. ** p < 0.01. N = 2439. Cronbach’s alphas are the values in the diagonal in italics.

).

3.4. Data Analyses

Descriptive statistics, correlational analyses, and mediational analyses were conducted using SPSS 29.0 and the Model 80 of the PROCESS 4.3 macros for SPSS developed by Hayes [43]. Descriptive statistics were calculated to summarize the demographic characteristics of the sample and the main variables of interest, including means, standard deviations, and frequency distributions. Pearson correlation coefficients were computed to examine the relationships between ecological generativity, social generativity, environmental identity, agency, and mental health. Significance levels for these correlations were set at p < 0.01.

Mediational analyses were performed using Model 80 of the PROCESS macro, which allows for the testing of multiple mediators in a single model. At the first step, the mediational model tested the predictive power of ecological generativity on social generativity, and on environmental identity separately. In the second model, the predictive power of ecological generativity, social generativity, and environmental identity on agency was tested. Finally, the last model includes all the predictors’ impacts on mental health. Hence, the model proves that agency mediates the relationships between ecological generativity, social generativity, environmental identity, and mental health. The bootstrapping method with 5000 resamples was employed to assess the indirect effects, providing bias-corrected confidence intervals for the estimates. A mediation effect was considered significant if the 95% confidence interval did not include zero. Effect sizes for the correlation and mediation analyses were reported using Pearson’s r and the standardized regression coefficients (β), respectively. By employing these statistical methods, the study aims to rigorously test the hypothesized relationships and provide robust evidence for the proposed mediational model.

4. Results

4.1. Descriptive Statistics and Correlations

As a first step, the study investigated the relationships between ecological generativity, social generativity, environmental identity, agency, and mental health. Descriptive statistics revealed that participants generally reported moderate to high levels on these dimensions, indicating a positive inclination towards environmental engagement and well-being.

Correlation analyses were conducted to examine the interrelationships among the five constructs. The results showed significant positive correlations across all pairs of variables, suggesting that higher levels of ecological and social generativity are associated with stronger environmental identity, greater agency, and better mental health outcomes. Specifically, ecological generativity displayed a strong relationship with agency, highlighting the potential influence of personal efficacy in environmental actions on generative concerns. Similarly, social generativity’s association with environmental identity suggests that social efforts towards generativity are linked with how individuals align their self-concept with environmental concerns.

The findings underscore the interconnectivity between personal and social aspects of environmental engagement and individual well-being. These relationships suggest that fostering a sense of generativity, both ecologically and socially, may enhance environmental identity and agency, which in turn could contribute to improved mental health outcomes. The implications of these findings are discussed in further detail in the subsequent sections, focusing on theoretical and practical considerations for promoting environmental engagement and well-being.

4.2. Hypotheses Testing

The hypotheses were tested using a PROCESS macro for SPSS, focusing on the roles of ecological generativity, social generativity, environmental identity, and agency in predicting mental health among Chinese college students. The analyses incorporated direct and indirect effects, utilizing bootstrapping methods for assessing the significance of indirect pathways.

4.2.1. H1: Ecological Generativity Positively Predicts Mental Health

The total effect of ecological generativity on mental health was significant, indicating that higher levels of ecological generativity are associated with better mental health outcomes. This supports Hypothesis 1, suggesting that ecological generativity directly contributes to the well-being of Chinese college students, as can be seen in

Table 2. Regression Coefficients for the Mediator and the Outcome Variables.

Prediction of Social Generativity	B	SE	β	t	p
Ecological Generativity	0.50	0.02	0.517	29.80	<0.001
Prediction of Environmental Identity
Ecological Generativity	0.32	0.02	0.357	18.85	<0.001
Prediction of Agency
Ecological Generativity	0.33	0.01	0.419	22.36	<0.001
Social Generativity	0.19	0.02	0.235	12.17	<0.001
Environmental Identity	0.09	0.02	0.099	5.60	<0.001
Prediction of Mental Health
Ecological Generativity	0.06	0.01	0.115	4.62	<0.001
Social Generativity	−0.02	0.01	−0.042	−1.76	0.079
Environmental Identity	0.03	0.01	0.054	2.53	0.012
Agency	0.17	0.02	0.246	10.04	<0.001

Note. R² = 0.108. N = 2439. p values indicate the level of significance. B = unstandardized coefficients; SE: standard errors; β = standardized coefficients.

. The global fit of the model is adequate as statistical values indicate (R = 0.328; R² = 108; F (4, 2434) = 73.7).

4.2.2. H2: Ecological Generativity Positively Predicts Social Generativity and Environmental Identity

The analyses revealed significant positive relationships between ecological generativity and both social generativity (R = 0.516; R² = 0.267; F (1, 2437) = 887.7) and environmental identity (R = 0.356; R² = 0.127; F (1, 2437) = 355.2). This confirms Hypothesis 2, indicating that students with higher ecological generativity also tend to exhibit stronger social generativity and a more pronounced environmental identity.

4.2.3. H3: Ecological Generativity, Social Generativity, and Environmental Identity Positively Predict Agency

The model testing this hypothesis demonstrated significant positive effects of ecological generativity, social generativity, and environmental identity on agency (R² = 0.392). This finding supports Hypothesis 3, highlighting the contributory roles of these constructs in fostering a sense of agency among students.

4.2.4. H4: Ecological Generativity, Social Generativity, Environmental Identity, and Agency Positively Predict Mental Health

The direct and indirect effects analysis indicated that ecological generativity, social generativity, environmental identity, and agency together predict mental health (R² = 0.108). While the direct effect of ecological generativity on mental health was significant, indicating partial mediation, social generativity did not show a significant direct effect on mental health. Moreover, its impact showed a negative sign, deserving further discussion. However, both environmental identity and agency exhibited significant positive effects on mental health. These results partially support Hypothesis 4, with agency serving as a strong predictor of mental health, alongside ecological generativity and environmental identity.

As

Table 3. Total and Direct Effects of Ecological Generativity on Mental Health.

Effect Type	Effect	SE	t	p	LLCI	ULCI
Total Effect	0.1358	0.0104	13.01	<0.001	0.1153	0.1563
Direct Effect	0.0615	0.0133	4.62	<0.001	0.0354	0.0875

Note. N = 2439. p values indicate the level of significance. SE: standard errors; LLCI = Lower-Level Confidence Interval; ULCI = Upper-Level Confidence Interval.

and

Table 4. Indirect Effects of Ecological Generativity on Mental Health.

Indirect Effect	Effect	SE	LLCI	ULCI
Total	0.0743	0.0102	0.0547	0.0948
Ecological Generativity -> Social Generativity -> Mental Health	−0.0117	0.0071	−0.0254	0.0024
Ecological Generativity -> Environmental Identity -> Mental Health	0.0104	0.0045	0.0018	0.0197
Ecological Generativity -> Agency -> Mental Health	0.0551	0.0065	0.0422	0.0681
Ecological Generativity -> Social Generativity -> Agency -> Mental Health	0.0160	0.0024	0.0116	0.0208
Ecological Generativity -> Environmental Identity -> Agency -> Mental Health	0.0046	0.0012	0.0025	0.0073

Note. SE = Standard Error; LLCI = Lower-Level Confidence Interval; ULCI = Upper-Level Confidence Interval. p values indicate the level of significance.

show, the indirect effects analysis revealed several pathways through which ecological generativity impacts mental health. The most significant indirect effect was through agency, followed by pathways that included social generativity and environmental identity leading to agency, which in turn affected mental health. The unexpected findings about the lack of significance of the path through social generativity deserve further comments. These findings highlight the complex interplay between generativity, identity, agency, and mental health, underscoring the importance of fostering ecological generativity and related constructs to enhance the well-being of Chinese college students.

The results from the PROCESS analysis confirm the significant predictive roles of ecological generativity, social generativity, environmental identity, and agency on mental health among Chinese college students, as shown in Figure 2.

These findings contribute to the understanding of how generativity and environmental engagement are intertwined with psychological well-being, offering insights for interventions aimed at promoting mental health and environmental stewardship in this population.

5. Discussion

The present study is aimed to test the relationships between ecological generativity, social generativity, environmental identity, agency, and their collective impact on the mental health of Chinese college students. Overall, the current findings supported the hypotheses, but they also deserve further examination to offer insights into the mechanisms that underlie these relationships.

First, the findings from the present analyses robustly support Hypothesis 1, demonstrating that ecological generativity serves as a significant predictor of mental health among Chinese college students. This positive relationship underscores the importance of an individual’s contributions to environmental sustainability as a source of personal well-being. It aligns with prior research suggesting that a sense of contribution to the broader ecological context can enhance an individual’s sense of purpose and satisfaction, thus contributing to better mental health outcomes. The present results agreed with previous studies, such as Ji’s [44] on environmental education, that explores the essence of integrating environmental consciousness within educational paradigms, hinting at the foundational role of education in fostering environmental identity among students. Although not directly correlating to mental health, it underscores the importance of educational settings in nurturing a sense of ecological responsibility. On the contrary, and despite a general consensus about the influences of environmental activities and mental health, some researchers suggested a bi-directional association between outdoor or social activities and cognitive function, suggesting that environmental factors could exacerbate negative cycles between inactivity and poor cognitive health [45].

Our results confirm Hypothesis 2 by illustrating significant positive relationships between ecological generativity and both social generativity and environmental identity. This indicates that students who actively engage in ecological preservation efforts are likely to develop stronger social connections and a deeper sense of belonging to their environment. This relationship suggests a virtuous cycle where ecological generativity not only enhances personal well-being but also fosters social cohesion and a more profound environmental connectedness. In a related vein, different researchers have highlighted related facets of these relationships.

A study by Kovtun and Grigorieva [35] on the eco-psychological aspects of forming ecological identity among schoolchildren through technological models suggests that creating a holistic perception of the natural and social environment can enhance environmental identity. This approach could be extended to understand its impact on college students’ mental health. Among Chinese students, research conducted by Fang et al. [46] on environmental literacy among students in China and Taiwan investigates student knowledge, attitudes, and behavioral intentions towards ecotourism, shedding light on the potential positive effects of environmental literacy on ecological generativity and social cohesion. In a different way, despite not being directly related to mental health, recent research into consumer behavior regarding environmental and health sustainability hints at the complexities of engaging individuals in ecological behaviors, possibly implying challenges in environmental identity formation [47].

The verification of Hypothesis 3, through significant positive effects of ecological generativity, social generativity, and environmental identity on agency, highlights the foundational roles these constructs play in empowering students. This empowerment, conceptualized as agency, is critical in enabling students to take actionable steps towards achieving personal and collective goals. Such empowerment is essential for mental health, as it contributes to feelings of competence, autonomy, and relatedness. Under a more critical point of view, different proposals emerge, such as the study by Enninga and Yonk [48], which emphasizes the role of ecologically oriented tasks in enhancing ecological consciousness among university students. It suggests that increased reflexivity and ecological awareness can be achieved through reflective psychopedagogical support, pointing towards a pathway for enhancing agency and mental health among students.

Our examination of Hypothesis 4 reveals a complex interplay between ecological generativity, social generativity, environmental identity, and agency in predicting mental health. The partial support for this hypothesis, with significant direct effects from ecological generativity and environmental identity, and indirect effects involving agency, points to a multifaceted mechanism through which these constructs influence mental health. Notably, the role of agency emerges as a pivotal mediator, highlighting its importance in translating generative efforts and identities into mental health outcomes.

The indirect pathways elucidated in our analysis offer compelling insights into how ecological generativity influences mental health through a series of mediated relationships. The strongest indirect effect through agency underscores the transformative power of feeling capable of effecting change. This pathway, along with those involving social generativity and environmental identity, emphasizes the synergistic benefits of fostering a sense of ecological responsibility, social connectedness, and personal efficacy. In a related way, recently, Liu et al. [49] explored the effects of nature exposure and nature connectedness on mental well-being and ill-being in a general Chinese population. This research underscores the therapeutic potential of nature exposure, which could be a critical factor in the relationship between ecological generativity and mental health.

The unexpected findings regarding the negative and nonsignificant effect of social generativity on mental health merit careful consideration. Despite the overarching hypothesis that generativity—both ecological and social—would have a positive impact on mental health, the analysis revealed a nuanced and somewhat unexpected pattern for social generativity. Specifically, the direct effect of social generativity on mental health was found to be negative, albeit nonsignificant. This suggests that, unlike ecological generativity, social generativity does not straightforwardly translate into better mental health outcomes within this sample of Chinese college students.

Several interpretations could be posited for this observation. One possibility is that the demands and pressures associated with social generativity—such as the expectation to contribute to the welfare of others or the community—may, in some contexts, be experienced as burdensome rather than fulfilling, potentially leading to stress rather than well-being. Moreover, this finding may reflect cultural nuances in how generativity is expressed and valued. In collectivist cultures, the emphasis on community and social bonds is pronounced, yet the responsibility that comes with such interconnectedness may not always positively impact individual mental health.

It is also conceivable that the measurement of social generativity and mental health captures more complex dynamics than can be fully elucidated through direct effects alone. The indirect pathways identified in the analysis, whereby ecological generativity impacts mental health through various mediators, suggest a multifaceted relationship among these constructs. Hence, the role of social generativity may be contingent upon other factors not directly measured in this study, such as the quality of social relationships, personal values aligning with generative actions, or specific stressors related to generative activities.

This finding underscores the importance of nuanced approaches to understanding the pathways through which generativity influences mental health. It invites further research to explore the conditions under which social generativity may be experienced as either a source of stress or fulfillment, potentially offering deeper insights into the complex interplay between individual agency, social obligations, and well-being in different cultural contexts.

In conclusion, our findings contribute to a deeper understanding of how ecological generativity and related constructs can serve as vital components in the promotion of mental health among Chinese college students. They underscore the importance of developing interventions and educational programs that enhance ecological generativity, foster environmental identity, and empower students with a sense of agency. Such initiatives could be pivotal in addressing mental health challenges and promoting well-being within this population.

5.1. Limitations of the Present Research and Suggestions for Future Studies

This research offers insightful contributions to understanding the dynamics between ecological generativity, social generativity, environmental identity, agency, and mental health among Chinese college students. Nonetheless, it is important to acknowledge certain limitations that could influence the interpretation and applicability of the findings. Primarily, the study’s sample is exclusively comprised of undergraduate students within a specific age range from China, potentially limiting the generalizability of the results to other demographic groups, cultures, or educational levels. Additionally, the gender imbalance, with females making up 58.3% of participants, may also skew the findings, considering possible gender differences in the constructs studied.

The study’s cross-sectional design poses another limitation, as it cannot establish causality or account for changes in the constructs over time. Future studies might employ longitudinal designs to elucidate the directionality of the relationships observed and examine the stability of these constructs across different life stages. Moreover, the reliance on self-reported measures for all variables introduces the possibility of response biases, such as social desirability, which might affect the authenticity of the data collected.

Another point of consideration is the instruments used to measure the constructs. While they are validated and relevant, they may not fully capture the breadth of behaviors or attitudes pertinent to ecological generativity and related concepts. This limitation suggests the need for a broader scope in selecting or developing instruments that can more comprehensively assess these constructs. Furthermore, the study did not include variables such as personal values, environmental attitudes, or the impact of social support, which could play significant roles in shaping ecological generativity, social generativity, environmental identity, and agency.

In light of these limitations, future research directions emerge. Expanding the participant pool to include a more diverse array of demographics, cultures, and educational backgrounds could enhance the external validity of the findings. Longitudinal and experimental designs would further elucidate the causality and effectiveness of interventions aimed at boosting ecological generativity, social generativity, and environmental identity, and their impact on agency and mental health. Incorporating a wider range of variables and employing qualitative methodologies could also provide a richer, more nuanced understanding of the relationships between these constructs. Moreover, the complexities of the present findings have been highlighted by our findings. Despite this fact, some relevant variables, that could potentially impact the filed, need to be considered for future studies; for instance, ecocentric attitudes and personality traits. Research related to eco-anxiety recently suggested that the Dark Triad personality traits can be involved in some kinds of Eco activism [50]. In this way, the research conducted by Onufriieva and Chaikovska [51] highlights that Chinese college students with ecocentric attitudes exhibit traits such as sociability, poise, openness, and extraversion. These characteristics could be integral to understanding the social aspects of ecological generativity and its impact on mental health [52]. Related to this point, the correlation between authoritative parenting style and generativity in college students and their parents has been explored by Guastello et al. [53]. Although focused on a different aspect of generativity, their study offered an intriguing perspective on how familial influences can shape generative behaviors and potentially affect mental health outcomes. Such comprehensive approaches will pave the way for more effective strategies to foster mental well-being among college students, grounded in an understanding of ecological and social generativity, environmental identity, and agency.

5.2. Recommendations for Educational Intervention and Policies

The elucidation of the relationships among ecological generativity, social generativity, environmental identity, and agency within the context of mental health among Chinese college students underscores the necessity for nuanced educational interventions and policy formulations. These findings advocate for a holistic approach in educational settings to cultivate an environment that not only prioritizes academic excellence but also fosters ecological consciousness and social responsibility, which are pivotal for enhancing mental well-being [54].

Educational institutions are encouraged to integrate environmental education into their curricula comprehensively. Such integration should not be limited to theoretical knowledge but extend to experiential learning opportunities that allow students to engage actively in environmental sustainability projects [55]. This hands-on approach is likely to imbue students with a sense of contribution towards the broader ecological context, thereby enhancing their sense of purpose and overall satisfaction.

One of the driving forces behind this recommendation is the potential enhancement of the institution’s sustainability performance, which could positively impact its ranking. Many global university ranking systems, such as the Times Higher Education (THE) Impact Rankings, now include sustainability metrics that evaluate universities based on their contributions to the Sustainable Development Goals (SDGs). By integrating environmental education, institutions can improve their performance in these rankings, attracting more students and funding [56].

Furthermore, national and global policy drives support the integration of environmental education. For instance, China’s National Plan on Education Development and the UNESCO Education for Sustainable Development (ESD) program emphasize the importance of incorporating sustainability into education systems. These policies not only provide a framework for educational institutions to follow but also offer incentives and support for implementing sustainability initiatives [57].

Additionally, community service initiatives designed to promote social generativity could facilitate stronger social bonds and a deeper sense of community engagement among students, which are essential components of mental health [58]. By participating in these initiatives, students can develop skills and values that contribute to both their personal growth and the well-being of their communities.

The adoption of reflective educational practices that encourage students to ponder their role in ecological conservation and social responsibility could further solidify the connection between environmental engagement and mental well-being. Reflective practices, such as journaling, group discussions, and service-learning projects, have been shown to enhance students’ self-awareness and critical thinking skills. These practices help students internalize the importance of their actions on the environment and society, leading to a stronger commitment to sustainable behaviors.

Evidence suggests that reflective educational practices can significantly impact students’ mental well-being. For instance, educators have found that bringing students to environmental consciousness through engaging outdoor experiences can create deeply impactful moments that foster a care for the environment and build agency for environmental action [59]. Furthermore, integrating experiential learning into environmental education has been shown to foster connectedness to, concern for, and caretaking of the natural world, which benefits mental well-being [60].

Reflective practices, such as those implemented in extracurricular activities, have been effective in developing environmental consciousness and responsibility among students, which in turn contributes to their mental well-being by promoting a sense of purpose and connection [61]. Additionally, integrating environmental care into educational curricula has been shown to enhance students’ pro-environmental attitudes and behaviors, further supporting the link between environmental engagement and mental well-being [62].

Educational programs aimed at empowering students with agency, through skill-building workshops in effective communication, leadership, and project management, are crucial [63]. These programs should equip students with the tools and strategies necessary to navigate the challenges of environmental stewardship and community engagement, fostering a sense of competence and autonomy [64,65]. By incorporating reflective educational practices, educational institutions can create a supportive learning environment that not only promotes ecological and social awareness but also contributes to the mental health and resilience of students. This integrative approach ensures that students are not only knowledgeable about sustainability issues but are also motivated to take meaningful action, thereby reinforcing the positive link between environmental engagement and mental well-being.

From a policy perspective, the formulation of supportive policies that incentivize student engagement in environmental activities is imperative [66]. Such policies might include funding for sustainability projects, recognition of contributions to environmental conservation, and fostering partnerships with environmental organizations. Additionally, the establishment of mental health support structures within educational institutions is essential. These structures could offer counseling services, mental health awareness programs, and stress management workshops tailored to the needs of students actively involved in environmental and social generativity activities [67].

Policymakers are also advised to encourage collaborations between educational institutions, governmental bodies, non-governmental organizations, and the private sector [68]. These collaborations can provide students with practical experiences that enhance their learning and contribute to their sense of agency and mental well-being. Lastly, an investment in research and development focusing on the interplay between ecopsychology, environmental education, and mental health is crucial. Such an investment would pave the way for the development of evidence-based interventions and educational practices that effectively integrate ecological and social generativity into the lives of students.

In essence, by adopting these educational interventions and policy recommendations, stakeholders can significantly enhance the mental well-being of students. These initiatives promise not only to foster personal development and well-being among students but also to propel society towards a more sustainable and socially responsible future.

6. Conclusions

In conclusion, this research underscores the critical role of embedding environmental consciousness within educational frameworks to cultivate ecological generativity, enhance environmental identity, and bolster agency among students. The findings advocate for the formulation and implementation of targeted interventions and educational initiatives designed to improve the mental well-being of college students. Such efforts are poised to make significant contributions towards a future characterized by sustainability and social responsibility. By delving into the intersections between ecological generativity and mental health, this study not only enriches the existing body of academic literature but also outlines actionable strategies for educators and policymakers. The implications of this research extend beyond theoretical enrichment, offering a roadmap for integrating ecological stewardship into educational practices and policies, with the dual aim of fostering mental health and promoting environmental sustainability among the younger generation.