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.