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<p>This study examines the role of ethical leadership and prosocial motivation in shaping Academic Citizenship Behavior (ACB) among students in Islamic higher education. While most prior research has focused on organizational citizenship behaviors in workplace or faculty contexts, limited attention has been given to student populations. Drawing on Self-Determination Theory (SDT) and Social Exchange Theory (SET), this study investigates how these factors influence student engagement beyond traditional cognitive measures of success. Data were collected from 189 undergraduate students at Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia, using stratified random sampling. Validated scales were applied to measure ethical leadership, prosocial motivation, and ACB, and the data were analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings reveal that lecturers’ ethical leadership significantly enhances students’ ACB. Moreover, prosocial motivation exerts a positive yet modest effect on ACB, indicating that students’ intrinsic willingness to help others contributes to citizenship behaviors, albeit with a small effect size. Interestingly, prosocial motivation negatively moderates the relationship between ethical leadership and ACB, suggesting that students with high intrinsic helping motives are less dependent on lecturers’ ethical leadership to engage in citizenship behaviors. These results extend SDT and SET to academic citizenship in Islamic higher education and highlight the need for universities to foster ethical leadership among faculty while also creating structured opportunities that channel students’ prosocial motivation into tangible academic engagement.</p>

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Academic citizenship behavior in Islamic higher education: the interplay of ethical leadership and prosocial motivation

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月10日

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  • Ahmad Rosyid,
  • Alvita Tyas Dwi Aryani,
  • Samsul Arifin

摘要

This study examines the role of ethical leadership and prosocial motivation in shaping Academic Citizenship Behavior (ACB) among students in Islamic higher education. While most prior research has focused on organizational citizenship behaviors in workplace or faculty contexts, limited attention has been given to student populations. Drawing on Self-Determination Theory (SDT) and Social Exchange Theory (SET), this study investigates how these factors influence student engagement beyond traditional cognitive measures of success. Data were collected from 189 undergraduate students at Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia, using stratified random sampling. Validated scales were applied to measure ethical leadership, prosocial motivation, and ACB, and the data were analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings reveal that lecturers’ ethical leadership significantly enhances students’ ACB. Moreover, prosocial motivation exerts a positive yet modest effect on ACB, indicating that students’ intrinsic willingness to help others contributes to citizenship behaviors, albeit with a small effect size. Interestingly, prosocial motivation negatively moderates the relationship between ethical leadership and ACB, suggesting that students with high intrinsic helping motives are less dependent on lecturers’ ethical leadership to engage in citizenship behaviors. These results extend SDT and SET to academic citizenship in Islamic higher education and highlight the need for universities to foster ethical leadership among faculty while also creating structured opportunities that channel students’ prosocial motivation into tangible academic engagement.