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We examined the attitudes of millennial-aged business students toward economic, social and environmental corporate responsibility (CR). Currently, these individuals are of an age that they have entered the workforce and are now ascending or have ascended into roles of leadership in which they have decision-making power that influences their company’s CR agenda and implementation. Thus, following the ecological systems perspective, we tested both the macro influence of cultural values (survival/self-expression and traditional/secular-rational values) and structural forces (income inequality, welfare socialism and environmental vulnerability) on these individuals’ attitudes toward CR.

This is a multilevel study of 3,572 millennial-aged students from 28 Asian, American, Australasian and European societies. We analyzed the data collected in 2003–2009 using hierarchical linear modeling.

In our multilevel analyses, we found that survival/self-expression values were negatively related to economic CR and positively related to social CR while traditional/secular-rational values was negatively related to social CR. We also found that welfare socialism was positively related to environmental CR but negatively related to economic CR while environmental vulnerability was not related to any CR. Lastly, income equality was positively related to social CR but not economic or environment responsibilities. In sum, we found that both culture-based and structure-based macro factors, to varying extents, shape the attitudes of millennial-aged students on CR in our sample.

Our study is grounded in the ecological systems theory framework, combined with research on culture, politico-economics and environmental studies. This provides a multidisciplinary perspective for evaluating and investigating the impact that societal (macro-level) factors have on shaping attitudes toward businesses’ engagement in economic, social and environmental responsibility activities. Additionally, our multilevel research design allows for more precise findings compared to a single-level, country-by-country assessment.

This research was conducted to establish and validate a model between self-efficacy, learning motivation and academic satisfaction. The mediating effect of classroom engagement between learning motivation and academic satisfaction was also tested.

This empirical investigation was conducted over a sample of 446 students from state-owned universities in Haryana, India. The sample was drawn using the stratified random sampling technique. A semi-structured questionnaire was distributed for data. Structural Equation Modeling (SEM) using AMOS was used for data analysis.

The study’s results found that self-regulation, perceived control, persistence and competence were significantly associated with learning motivation, which further proved the significant association with academic satisfaction. The mediating effect of classroom engagement between learning motivation and satisfaction was significant.

This study uniquely examines the interplay between self-efficacy, learning motivation and academic satisfaction among university students, highlighting the crucial mediating role of classroom engagement. By focusing on students from top state-owned universities, it provides valuable insights into how classroom dynamics influence academic outcomes.