This study explored how student leadership practices (SLP) are essential in shaping learners’ development and their continued engagement with higher education institutions. This research investigates the direct and indirect effects of SLP on affective commitment (AC), employing self-efficacy (SE), individualism (IND), and collectivism (COL) as mediating variables. Data were collected through a structured online survey administered to undergraduate students from 11 public universities in Guangxi, China. The study received 436 responses and 387 valid cases. The Student Leadership Practices Inventory, the General Self-Efficacy Scale, the Individualism–Collectivism Scale, and the Affective Commitment Scale were all used as standardized tools. The analysis used partial least squares structural equation modeling (PLS-SEM) to test the suggested relationship among variables. The results indicate that SLP is a robust predictor of AC, both directly and indirectly through SE, IND, and COL. Students who engaged in leadership practices reported increased self-efficacy and more clearly defined cultural orientations, which subsequently fortified their emotional attachment to their institutions. The results provide empirical evidence that psychological and cultural factors affect the relationship between leadership practices and affective commitment. This study clarifies the mechanisms linking leadership and commitment, offering practical insights for enhancing leadership initiatives that promote student engagement and institutional loyalty.
Widtayakornbundit et al. (2026) studied this question.