Social entrepreneurship has gained global prominence due to social issues like government and market failures, and increased competition. Initially focused on the public sector, its importance has grown due to financial crises affecting non-profits and the persistent demand for their services. Social entrepreneurship tackles social problems while aiming for financial viability, making the exploration of social entrepreneurial intentions (SEIs) crucial for understanding societal needs and fostering social enterprises. The rising demand for social enterprises creates opportunities for social change and development, leading to increased academic research. Past studies have primarily used the Theory of Planned Behavior (TPB) to examine SEIs, but this model is insufficient as it does not consider personal characteristics like values and perceptions of responsibility. This study addresses this gap by using the VBN theory to investigate the impact of university students' values on their SEIs, focusing on Chinese university students due to their potential role in China's future development and the country's collectivist culture.

Existing research on social entrepreneurial intentions (SEIs) often relies on the Theory of Planned Behavior (TPB), examining factors like personality traits, self-efficacy, attitudes, social norms, and moral obligations. Studies have shown positive correlations between these factors and SEIs across various student populations in different countries. However, limitations exist: over-reliance on TPB, small sample sizes, and insufficient consideration of contextual factors. The TPB model's focus on individual cognitive processes neglects the sociocultural and ethical dimensions crucial to social entrepreneurship. The inconsistent sample sizes and geographical limitations restrict the generalizability of the findings. This study addresses these gaps by utilizing the VBN theory, which provides a more holistic perspective by integrating altruistic values, normative beliefs, and ethical considerations.

This cross-sectional study used a quantitative approach, employing judgmental sampling to collect data from 769 Chinese university students via online surveys. The minimum sample size was determined using G*Power 3.1. Ethical approval was obtained from Changzhi University. To ensure data integrity and address common method bias (CMB), procedures such as assuring anonymity and conducting pretests were implemented. Harman's single-factor test and a collinearity test further confirmed the absence of CMB. Data analysis was performed using PLS-SEM to account for multivariate non-normality. The measurement model's reliability and validity were assessed using Cronbach's alpha, composite reliability, average variance extracted (AVE), and the heterotrait-monotrait ratio (HTMT). A bootstrapping procedure (5000 subsamples) determined the structural model's R², f², and Q². Multiple group analysis (MGA) was performed to compare SEIs between male and female students after confirming measurement invariance using MICOM.

The study's findings reveal several key aspects. First, altruistic and traditional values significantly and positively influenced normative beliefs regarding SEIs (H1 and H2 supported, β = 0.407 and β = 0.396 respectively, p < 0.001). Second, normative beliefs positively influenced personal norms (H3 supported, β = 0.281, p < 0.001), but awareness of consequences and ascription of responsibility did not (H4 and H5 rejected). Third, normative beliefs positively influenced awareness of consequences (H6 supported, β = 0.432, p < 0.001), which in turn positively influenced ascription of responsibility (H7 supported, β = 0.361, p < 0.001). Fourth, personal norms (β = 0.206, p<0.001), injunctive social norms (β = 0.369, p < 0.001), and descriptive social norms (β = 0.375, p < 0.001) all significantly and positively influenced SEIs (H8, H9, and H10 supported). Finally, MGA showed no significant sex-based differences in the hypothesized relationships.

The findings align with VBN theory, demonstrating the interplay of values, beliefs, and norms in shaping SEIs. The significant influence of altruistic and traditional values on normative beliefs supports previous research. The unexpected insignificant impact of awareness of consequences and ascription of responsibility on personal norms may be due to the limited social experiences of university students during the COVID-19 pandemic and resulting closed-loop management policies, hindering their socialization and impacting their self-assessment of abilities. However, the positive impact of normative beliefs on awareness of consequences and ascription of responsibility, and the significant positive influence of various social norms on SEIs, are consistent with the VBN theory and previous research, emphasizing the importance of social context and moral obligations in driving social entrepreneurial intentions.

This study contributes to social entrepreneurship research by integrating the VBN theory to examine SEIs. It highlights the importance of altruistic and traditional values, normative beliefs, and social norms in shaping students' intentions. The findings underscore the need for fostering a supportive environment within universities, including relevant education and experiential learning, to cultivate SEIs. Future research should explore the impact of social experience and contextual factors on the relationship between awareness of consequences, ascription of responsibility, and personal norms, examining additional factors like problem awareness and outcome efficacy.

The study's reliance on a sample of Chinese university students during a pandemic might limit the generalizability of the findings. The closed-loop management policies during COVID-19 may have uniquely affected the participants' social experiences and perceptions, potentially influencing the results. Future research should consider broader geographical and demographic samples to enhance generalizability and explore the impact of different socio-cultural contexts. The cross-sectional design prevents establishing causality.