中国大学生的社会责任型领导力潜在剖面及其相关因素：一项潜在剖面分析

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Human Developmental Psychology

• 1. China University of Geosciences, Wuhan, China

• 2. Hubei Minzu University, Enshi, China

Abstract

Socially responsible leadership (SRL) encompasses individual, group, and societal values relevant to college student development. This study identified SRL profiles among Chinese undergraduates, examined profile similarity across gender, and investigated factors associated with profile membership. A cross-sectional survey was conducted with 1,248 students from eight higher education institutions. Latent profile analysis was performed using seven SRL dimensions, followed by multigroup comparisons and three-step analyses of profile membership. The results revealed three SRL profiles, namely low SRL (18.67%), average SRL (57.45%), and high SRL (23.88%). The profiles differed mainly in overall SRL, with broadly parallel patterns across the seven dimensions. Women and men showed the same low–average–high ordering, although corresponding profile means were not fully equivalent. Place of origin, financial hardship, family socioeconomic status, and first-generation status were associated with selected profile contrasts. Leadership efficacy, extracurricular engagement, and perceived teacher support were positively associated with higher-profile membership in separate models. The findings characterize SRL profiles among Chinese college students and reveal both similarities and differences across gender. The associations with extracurricular engagement, leadership efficacy, and teacher support highlight relevant personal and educational resources for student leadership development.

Keywords

college students, Extracurricular Engagement, latent profile analysis, Leadership efficacy, socially responsible leadership, teacher support

Received

27 July 2026

Accepted

25 September 2026

Copyright

© 2026 Gao, Wang, Li and Gao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence:

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