Structural Equation Model Fit Index.

Student leadership education is a significant component of global education that positively impacts college students’ employment. This study examined the relationship between emotional intelligence leadership and career decision-making self-efficacy, specifically investigating the mediating roles of social support and proactive personality. A cross-sectional survey was conducted among 996 university students in China (314 males, 682 females, aged 18 to 23) using the Emotional Intelligence Leadership Scale, Career Decision-Making Self-Efficacy Scale, Social Support Scale, and Proactive Personality Scale. Structural equation modeling revealed that emotional intelligence leadership was significantly and positively correlated with career decision-making self-efficacy. Furthermore, social support and proactive personality mediated this relationship through three distinct pathways: independent mediation by social support, independent mediation by proactive personality, and a serial mediation involving both factors. These findings contribute to the understanding of how emotional intelligence leadership facilitates career development. Educational institutions are encouraged to enhance emotional intelligence leadership education and foster supportive social environments to bolster students’ career decision-making self-efficacy.

学生领导力教育是全球教育的重要组成部分，对大学生就业具有显著正向影响。本研究聚焦情绪智力领导力（Emotional Intelligence Leadership）与职业决策自我效能感（Career Decision-Making Self-Efficacy）之间的关联，重点探究了社会支持（Social Support）与主动性人格（Proactive Personality）在二者间的中介作用。研究针对中国996名大学生（其中男性314名，女性682名，年龄介于18至23岁之间）开展横断面调查，采用情绪智力领导力量表（Emotional Intelligence Leadership Scale）、职业决策自我效能感量表（Career Decision-Making Self-Efficacy Scale）、社会支持量表（Social Support Scale）及主动性人格量表（Proactive Personality Scale）开展测评。结构方程模型（Structural Equation Modeling）分析结果显示，情绪智力领导力与职业决策自我效能感呈显著正相关。此外，社会支持与主动性人格通过三条独立路径对该关联发挥中介作用：社会支持单独中介、主动性人格单独中介，以及二者共同参与的链式中介。本研究结果有助于深化对情绪智力领导力助力学生职业发展路径的认知。建议各教育机构加强情绪智力领导力教育，营造支持性社交环境，以提升学生的职业决策自我效能感。