Author(s)

Xiaowei Wang

Corresponding Author

Xiaowei Wang

Abstract

This study examines how college students move from identifying with the Chinese national community to acting on that identity. We integrate the Theory of Planned Behavior and the Technology Acceptance Model into one framework. A survey of 423 students in Hubei, China was analyzed using structural equation modeling (SEM). Results show that a positive national identity attitude, perceived usefulness of national community education, high content quality, and institutional support significantly increase intention, while ethical cognition and subjective norms have no significant effect. The model explained about 39.8% of the variance (R² ≈ 0.398) with acceptable fit (CFI/TLI > 0.90; RMSEA < 0.08). These findings extend TPB theory to national identity education and suggest that integrating national community themes into curricula and activities can help translate students’ identification into practice.

Keywords

Consciousness of the Chinese National Community; College Students; Theory of Planned Behaviour; Technology Acceptance Model; Behavioural Intention