The Role of Public Service Motivation in Enhancing Job Performance: A Study of College Counselors in China

Abstract

Public service motivation (PSM) plays a critical role in shaping the job performance of college counselors, whose responsibilities encompass both ideological-political education and student affairs management within Chinese higher education institutions. This study employs a large-scale survey and empirical analysis to explore the mechanisms linking PSM and job performance, focusing specifically on the mediating role of work engagement and the moderating effect of transformational leadership. A total of 550 college counselors from a diverse set of higher education institutions across China participated in the survey. The findings reveal that PSM significantly enhances job performance, with work engagement serving as a partial mediator in this relationship. Furthermore, transformational leadership positively moderates the influence of PSM and work engagement, thereby amplifying its indirect effect on job performance. These results contribute to the broader discourse on higher education management and offer practical insights for student affairs administrators aiming to optimize counselor performance and enhance institutional governance.

1. Introduction

In China’s higher education system, ideological and political education is a state-led mechanism for student development, aimed at cultivating students’ moral character, political identification, and sense of social responsibility through an integrated approach that combines classroom instruction with daily administrative guidance. It encompasses both formal components, such as coursework in Marxist theory, and informal elements, including campus culture and practical activities led by student counselors, reflecting a holistic educational philosophy that engages all staff throughout the entire educational process and across all dimensions of student life (Hu, 2018). Despite its significance, there is a notable scarcity of empirical research addressing the specific mechanisms through which public service motivation (PSM) influences the job performance of college counselors. This gap underscores the need for further investigation into the relationship between PSM and job performance within the higher education sector.

Existing research on PSM has predominantly focused on civil servants and other public sector employees (Lee & Park, 2024). However, studies on college counselors have largely concentrated on career development and organizational support (Sun & Park, 2024; Zhou, 2010), highlighting a notable gap in empirical research regarding the specific role of PSM within this professional group. While prior research has extensively examined PSM in civil service and government settings, few studies have focused on college counselors within the context of Chinese higher education. This study addresses that gap by exploring how PSM influences job performance among college counselors and by examining the mediating role of work engagement and the moderating role of transformational leadership in this relationship.

To empirically test these relationships, a large-scale survey of college counselors was conducted. The findings not only extend the applicability of PSM theory to the field of higher education management but also provide practical recommendations for enhancing counselor team development and designing effective incentive mechanisms within universities. Furthermore, this study offers novel empirical insights to the international academic community, advancing a deeper understanding of the relationship between PSM and job performance in a cross-cultural higher education context.

2. The Role and Characteristics of College Counselors in China

2.1. Policy Framework for College Counselors

College counselors play a pivotal role in supporting the ideological and political education of students in Chinese higher education institutions. Recognizing their strategic significance, the Ministry of Education of China has issued explicit regulations to institutionalize and standardize this professional role.

According to the Regulations on the Construction of College Counselors in Colleges and Universities, higher education institutions are required to establish dedicated full-time counselor positions based on a ratio of no less than one counselor per 200 students. The policy further emphasizes the principle of “primarily full-time with appropriate part-time support”, ensuring that counselor roles are predominantly full-time and systematically integrated into university structures (China Ministry of Education, 2017).

Official statistics demonstrate the scale and institutionalization of this role. By the end of 2024, approximately 279,000 college counselors were employed nationwide, compared to 240,800 in 2021 (China Ministry of Education, 2022, 2024). Although disaggregated data by individual institutions are not publicly disclosed, these figures clearly indicate that the counselor position is widely formalized, policy-driven, and recognized as a substantial full-time public-facing professional role across Chinese universities.

2.2. Dual Responsibilities: Ideological-Political Education and Student Affairs Management

Distinct from student affairs professionals in other international contexts, Chinese college counselors are tasked with a dual mandate: providing ideological-political education and managing student affairs (Xu, 2016). College counselors play a central role in the informal aspect of ideological education, guiding students in developing core socialist values and civic awareness (P. Wang & Yang, 2022). On the other hand, they address the daily needs of students, including academic advising, career services, psychological support, and life management.

This dual mandate requires counselors to integrate value-based education with administrative competence, combining professional dedication, emotional resilience, and adaptability. Their responsibilities extend beyond routine administrative tasks to shaping students’ ideological alignment and personal development in line with national priorities. These characteristics underscore the relevance of PSM, an intrinsic drive to serve the public interest and uphold societal values (Kim, 2006).

In summary, college counselors represent a uniquely institutionalized and politically-oriented professional group, making them an appropriate and meaningful subject for this study.

3. Theory and Research Hypotheses

While existing literature has extensively examined the relationship between PSM, work engagement, and job performance (Salehan et al., 2017), much of this work has focused on conventional public sector roles, such as civil servants or government employees, in Western settings. In contrast, the role of college counselors in Chinese higher education presents a distinct institutional and cultural context that calls for further theoretical consideration.

Specifically, Chinese college counselors operate in a dual-role environment: they are not only responsible for managing student affairs but are also deeply involved in ideological-political education (Wen et al., 2024; Ye et al., 2014), a core component of national higher education policy. This embedded responsibility to transmit values and foster moral development distinguishes them from many other public service professionals and creates unique motivational demands.

Furthermore, China’s education system is situated within a collectivist culture and state-centric governance model (Yan, 2025), where value alignment, institutional loyalty, and ideological mission play a central role in shaping employee behavior. The ultimate mission of college counselors is aligned with serving the broader socialist values, particularly the cultivation of qualified socialist builders and successors. These contextual factors may affect how PSM translates into engagement and performance, potentially modifying the strength or pathway of these effects compared to other contexts.

College counselors act as frontline agents for implementing educational policies that promote social stability, national cohesion, and human capital development. Their professional activities thus embody a significant degree of public interest, legitimizing the application of public service motivation (PSM) theory in examining their work attitudes and performance.

Accordingly, although the following hypotheses are grounded in established theoretical relationships, their empirical testing in this setting offers an important opportunity to validate and extend PSM theory in a non-Western, education-driven, and value-intensive institutional environment. This approach supports both context-sensitive theory building and a more nuanced understanding of motivation–performance dynamics in higher education.

3.1. Public Service Motivation in the Context of College Counselors

PSM is commonly defined as an intrinsic drive to serve the public interest, characterized by a strong commitment to social responsibility and a proactive inclination to uphold public interests (C. Chen & Hsieh, 2015). While PSM has been widely studied among civil servants and general public employees, its relevance to the role of college counselors, particularly within the Chinese higher education system, remains underexplored.

In the context of Chinese higher education, college counselors’ work is deeply embedded in serving the socialist values, reflecting the mission of cultivating qualified socialist builders and successors. Their motivation is closely aligned with advancing national educational goals and fulfilling societal responsibilities.

By exploring PSM within this hybrid professional role, this study contributes to both the theoretical enrichment of PSM research and its practical application in educational institutions where mission-driven service is central.

3.2. Theoretical Justification for the PSM–Performance Relationship

The positive relationship between PSM and job performance has been well documented (Andersen et al., 2013), but its empirical validation remains limited in educational roles that demand high emotional labor, such as that of college counselors. This study extends existing models by testing whether the mechanisms through which PSM drives performance, originally established in Western bureaucratic contexts, hold true in a value-driven, education-centered setting.

In particular, we conceptualize job performance among college counselors as including not only task execution (e.g., student management) but also contextual behaviors aligned with institutional values, such as proactive participation in ideological education and student development. These are areas where PSM may play a particularly powerful role, offering intrinsic reinforcement for responsibilities that lack immediate external rewards.

By empirically testing this relationship in a sample of Chinese college counselors, this study helps validate the cross-domain applicability of PSM theory and opens the door to more context-sensitive applications in education and value-based professions.

Hypothesis 1.

Public service motivation has a significant positive impact on job performance among college counselors.

3.3. The Mediating Role of Work Engagement Between Public Service Motivation and Job Performance

3.3.1. The Impact of Public Service Motivation on Work Engagement

Work engagement (WE) refers to a positive, fulfilling work-related state characterized by vigor, dedication, and absorption (Schaufeli & Bakker, 2010). Prior research suggests that individuals with high PSM experience stronger psychological investment in their work, viewing it as meaningful and mission-aligned (Bashir et al., 2023). This psychological alignment fosters higher engagement, particularly in public-facing and emotionally demanding roles.

For college counselors, this effect is amplified. The dual expectation of administrative competence and value transmission requires not only skills but sustained emotional and moral commitment (X. Chen & Cai, 2016). Counselors with strong PSM are more likely to remain energized and committed even under pressure, as their work resonates with their internalized socialist values.

Hypothesis 2.

Public service motivation positively influences work engagement in the counselor profession.

3.3.2. The Impact of Work Engagement on Job Performance

WE has been widely linked to enhanced job performance through mechanisms such as increased persistence, creativity, and problem-solving (Rich et al., 2010). In the case of college counselors, WE enables proactive support in student management and innovative delivery of ideological-political education. Counselors who are engaged are more likely to go beyond task requirements, offering high-quality services under constrained resources.

Hypothesis 3.

Work engagement is positively associated with job performance among college counselors.

3.3.3. Work Engagement as a Mediator

PSM alone may not directly translate into observable performance; its influence is typically channeled through psychological mechanisms such as WE (Hall et al., 2013; Piatak et al., 2020). WE acts as a motivational bridge, converting internal values into sustained effort and performance outcomes. This is especially salient in counselor roles where work is multifaceted and emotionally intensive.

Hypothesis 4.

Work engagement mediates the relationship between public service motivation and job performance.

3.4. The Moderating Role of Transformational Leadership

3.4.1. The Moderating Effect of Transformational Leadership on the Relationship Between Public Service Motivation and Work Engagement

Transformational leadership (TL) refers to a leadership style characterized by the ability to articulate a compelling vision, provide individualized consideration, and foster intellectual stimulation (Bass & Avolio, 1994). While previous studies have identified TL as a catalyst for motivation and engagement, we argue that its role is particularly relevant in enhancing the motivational effects of PSM in educational and public sector contexts.

First, TL enhances value congruence between employees and their institutions. Leaders who emphasize mission, values, and long-term societal contributions help employees with high PSM see their work as an extension of their personal ideals (Wright & Pandey, 2010). This alignment strengthens their sense of identity at work and reinforces their intrinsic motivation.

Second, TL contributes to psychological empowerment (Spreitzer, 1995), which includes a sense of meaning, competence, autonomy, and impact. These dimensions directly complement the value-driven orientation of PSM, creating a synergistic environment where intrinsically motivated individuals feel more capable of realizing their goals through meaningful work.

Third, TL fosters a positive emotional climate marked by trust, enthusiasm, and psychological safety (Tims et al., 2011). This climate can amplify the emotional investment associated with PSM, reducing the risk of burnout and sustaining engagement over time.

In the context of Chinese higher education, TL plays a critical role not only in enhancing individual engagement but also in aligning employees’ motivations with broader socialist values. Transformational leaders inspire college counselors to internalize organizational missions that prioritize cultivating socialist builders and successors, thereby ensuring that counselors’ intrinsic PSM translates effectively into actions that serve national educational goals. By articulating a compelling vision, emphasizing societal contributions, and fostering ideological commitment, TL creates an environment where counselors are better equipped to fulfill their responsibilities with a strong sense of duty toward the nation’s strategic development. Thus, TL not only moderates the relationship between PSM and work engagement but also reinforces the socialist values orientation inherent in the counselor’s role.

Hypothesis 5.

Transformational leadership positively moderates the relationship between Public Service Motivation and work engagement.

3.4.2. Moderated Mediation via TL

Several studies have suggested that TL not only directly influences employee performance but also amplifies the impact of PSM on job performance by fostering higher levels of WE (Jia, 2022). Transformational leaders shape organizational vision and provide inspirational motivation, guiding employees to strengthen their professional mission and sense of social responsibility (Kong, 2023). Further research indicates that employees with a clear understanding of their work goals and values exhibit higher levels of WE, which subsequently leads to enhanced job performance (Yasin Ghadi et al., 2013). Additionally, TL cultivates an environment that encourages innovation, provides emotional support, and ensures adequate resource allocation, thereby further enhancing WE and performance outcomes (Shi et al., 2022).

Through strategic guidance, emotional reinforcement, and the creation of a resource-rich work environment, TL ensures that counselors can maintain their enthusiasm and commitment, even when faced with challenging work and limited resources. This motivational reinforcement is ultimately translated into higher job performance, as counselors are better equipped to engage deeply with their roles and contribute meaningfully to students’ comprehensive development (Alamri, 2023). From this perspective, TL interacts with PSM to shape WE and performance outcomes, acting as a critical enabler in high-intensity management environments.

Based on this analysis, the following hypothesis is proposed:

Hypothesis 6.

Transformational leadership moderates the indirect effect of public service motivation on job performance through work engagement. The indirect effect is stronger when transformational leadership is high.

In summary, the hypothesized research model for this study is presented in Figure 1:

4. Materials and Methods

4.1. Research Design

This study focuses on college counselors in China, a professional group engaged in full-time student affairs within higher education institutions. The sample encompasses a diverse range of higher education institutions, including First-Class universities, First-Class Discipline universities, general universities, and vocational colleges. To ensure that participants possess sufficient knowledge of the research topic and can provide reliable insights, the following eligibility criteria were established:

• Job Requirements: Participants were required to be full-time college counselors actively engaged in student affairs;
• Work Experience: Participants must have been employed as college counselors for at least six consecutive months (Jiang, 2022) to ensure that they had practical knowledge and insight into the challenges of student affairs.

The survey was administered using an online questionnaire (wenjuanxing) distributed through official student affairs offices in participating institutions. To ensure representativeness across diverse institutional environments, we adopted a stratified purposive sampling strategy, balancing participants across different regions, institution types (e.g., first-class universities, vocational colleges), and academic disciplines.

Although random sampling was not feasible due to institutional constraints, we implemented measures to mitigate self-selection bias. First, all responses were collected anonymously, and participants were assured that their data would be used solely for academic research. Second, to encourage participation without coercion, respondents were offered the opportunity to receive a summary of the research findings. Third, participation quotas were informally monitored to avoid overrepresentation of particular subgroups, thereby improving sample heterogeneity and reducing sampling bias.

4.2. Participants

The survey and data collection process were conducted over a two-month period, with data processing completed in December 2024. A total of 550 valid questionnaires were collected and analyzed.

Table 1. Characteristics of the sample (n = 550).

Category	Frequency	Percentage (%)	Category	Frequency	Percentage (%)
Gender			Academic Discipline
Male	234	42.5	Humanities & Social Sciences	111	20.2
Female	316	57.5	Natural Sciences	119	21.6
Geographic Region			Engineering	109	19.8
Northeast China	81	14.7	Medical Sciences	103	18.7
North China	117	21.3	Agriculture & Forestry	52	9.5
East China	96	17.5	Arts	56	10.2
Central China	58	10.5	Institutional Type
South China	58	10.5	First-Class Universities	48	8.7
Southwest China	54	9.8	First-Class Discipline Universities	103	18.7
Northwest China	86	15.6	General Universities	269	48.9
			Vocational Colleges	130	23.6

presents an overview of the key demographic characteristics of the sample, including gender, geographic region, academic discipline, and institutional type, providing essential background information for subsequent empirical analysis.

4.3. Measures

This study primarily employed validated scales from existing literature to measure key variables, with moderate adjustments made to align with the practical work context of college counselors in China. All scales underwent a translation–back-translation procedure to ensure linguistic accuracy and cultural relevance. The variables were assessed using self-reported questionnaires, where respondents rated their experiences and perceptions of work on a five-point Likert scale, ranging from 1 (“strongly disagree”) to 5 (“strongly agree”).

4.3.1. Public Service Motivation

PSM was measured using the scale developed by Wright et al. (2012). The scale consisted of five items, including statements such as, “I believe the work of counselors entails a strong sense of social responsibility”.

4.3.2. Job Performance

Job Performance (JP) was assessed using the scale developed by Borman and Motowidlo (1993). The scale included ten items, with statements such as, “I am able to efficiently accomplish daily student management tasks”.

4.3.3. Work Engagement

WE was measured using the scale developed by Schaufeli et al. (2006). The scale comprised nine items, including statements such as, “Even when my work is demanding, I remain highly engaged and enthusiastic about my role as a counselor”.

4.3.4. Transformational Leadership

TL was assessed using the scale developed by Ritz et al. (2014). The scale included three items, with statements such as, “My leader motivates me and instills confidence in my work by presenting a clear vision”.

4.3.5. Control Variables

To enhance the robustness of the regression models and control for potential confounding factors, we included several demographic variables as controls. These included gender, geographic region, academic discipline, and institutional type.

• Gender may influence counselors’ emotional expression, engagement levels, or stress coping mechanisms;
• Geographic region accounts for potential variation in educational policy emphasis, institutional resources, and local socio-economic development;
• Academic discipline reflects the diversity of student backgrounds counselors work with, which may affect task complexity and support needs;
• Institutional type (e.g., First-Class universities vs. vocational institutions) captures differences in organizational structure, workload, and performance expectations.

These variables were selected based on prior research in public administration and education (Ming, 2024), and their inclusion ensures that the observed relationships between key constructs are not confounded by structural or demographic variation.

Within the theoretical framework of this study, PSM was designated as the independent variable, JP as the dependent variable, WE as the mediating variable, and TL as the moderating variable. The arithmetic mean of the items on each scale was calculated, with higher scores indicating a greater level of each variable. Detailed questionnaire items are provided in Appendix A.

5. Results

5.1. Reliability and Validity Tests

To assess the reliability and validity of the measurement scales, a series of statistical analyses was conducted. The results indicate that Cronbach’s α coefficients for all variables exceeded 0.90, demonstrating high internal consistency. The results of Exploratory Factor Analysis (EFA) further confirmed the suitability of the data for factor analysis, as indicated by Kaiser-Meyer-Olkin (KMO) values exceeding 0.70 and a significant Bartlett’s test of sphericity (p < 0.001). Additionally, all factor loadings were above 0.60, with a cumulative variance contribution rate of 73%, providing strong evidence of convergent validity.

To examine discriminant validity, a Confirmatory Factor Analysis (CFA) was performed. The results show that the four-factor model exhibited a superior fit compared to alternative models, with all model fit indices meeting or exceeding the recommended thresholds (χ²/df = 473.714/318 < 3, CFI = 0.989 > 0.9, TLI = 0.988 > 0.9, GFI = 0.939 > 0.9, RMSEA = 0.03 < 0.08, SRMR = 0.012 < 0.05). These findings confirm that the factor structure aligns with theoretical expectations, supporting high discriminant validity among the study variables.

5.2. Descriptive Statistics and Correlation Analysis

Table 2. Descriptive statistics and correlation matrix.

Variable	Mean	SD	1. PSM	2. JP	3. WE	4. TL
1. PSM	3.871	0.927	1
2. JP	3.789	0.648	0.800 **	1
3. WE	3.731	0.555	0.678 **	0.818 **	1
4. TL	3.992	0.680	0.069	0.108 **	0.229 **	1

Note: ** p < 0.01 (two-tailed).

presents the means, standard deviations, and correlations among the key study variables. Overall, college counselors reported relatively high levels of PSM, WE, and JP. Additionally, the presence of TL within their organizations was clearly evident.

As shown in Table 2, with the exception of the non-significant correlation between PSM and TL, all other variables exhibited significant positive correlations (p < 0.01). Among these, the strongest correlation was observed between WE and JP (r = 0.818, p < 0.01), suggesting a strong association between these two variables. This finding supports the theoretical premise that higher levels of WE are closely linked to enhanced JP, reinforcing the notion that engaged employees are more likely to demonstrate superior performance in their professional roles.

To ensure the robustness of our regression results, we conducted multicollinearity diagnostics by calculating the Variance Inflation Factor (VIF) values for all independent and control variables. All VIF scores ranged between 1.01 and 4.09, well below the conventional threshold of 5.0 (Black & Babin, 2019), indicating no significant multicollinearity issues.

5.3. Testing the Mediating Role of Work Engagement Between Public Service Motivation and Job Performance

Following the four-step procedure proposed by Baron and Kenny, this study examines the mediating role of WE in the relationship between PSM and JP. The results of the regression analysis are presented in

Table 3. Testing the mediating role of work engagement.

Variable	Job Performance		Work Engagement		Job Performance
	Model 1	Model 2	Model 3	Model 4	Model 5	Model 6
1. Control Variables
Gender	−0.033	−0.011	−0.015	0.003	−0.020	−0.013
Institutional Type	−0.134	−0.100	−0.044	−0.015	−0.098	−0.093 *
Academic Discipline	0.219 *	0.134 *	0.114	0.042	0.126 *	0.113 **
Geographic Region	0.001	0.029	0.015	0.039	−0.011	0.010
2. Independent Variable
Public Service Motivation		0.796 ***		0.678 ***		0.452 ***
3. Mediating Variable
Work Engagement					0.813 **	0.508 **
R2	0.016	0.644	0.006	0.462	0.673	0.783
ΔR2	0.009	0.641	−0.001	0.457	0.670	0.781
F	2.210	197.135 ***	0.882	93.423 ***	224.396 ***	326.760 ***

Note: * p < 0.05, ** p < 0.01, *** p < 0.001 (two-tailed).

.

The findings from Model 1 and Model 2 indicate that PSM has a significant direct effect on JP (β = 0.796, p < 0.001), supporting Hypothesis 1. Similarly, PSM has a significant positive effect on WE (β = 0.678, p < 0.001), confirming Hypothesis 2. In Model 5 and Model 6, WE significantly influences JP (β = 0.813, p < 0.001), providing support for Hypothesis 3. Furthermore, after including WE as a mediator in the regression model, the direct effect of PSM on JP decreased from 0.796 to 0.452, though it remained statistically significant (p < 0.001). These results suggest that WE partially mediates the relationship between PSM and JP, thereby supporting Hypothesis 4.

To further validate the robustness of the analysis, a Bootstrap analysis was conducted using the SPSS 26.0 macro PROCESS (Model 4). The results show that the indirect effect of WE in the relationship between PSM and JP was 0.2420 (95% CI [0.2037, 0.2825], excluding zero), confirming its statistical significance. Meanwhile, the direct effect of PSM on JP remained significant (β = 0.3172, p < 0.001, 95% CI [0.2797, 0.3547], excluding zero).

These findings further validate that, in the context of college counselors, WE does not fully explain the impact of PSM on JP, but serves as a crucial mediating mechanism, reaffirming Hypothesis 4.

5.4. Testing the Moderating Effect of Transformational Leadership on the Relationship Between Public Service Motivation and Work Engagement

To examine the moderating effect of TL in the relationship between PSM and WE, hierarchical regression analysis was conducted. The results are presented in

Table 4. Testing the moderating effect of transformational leadership.

Variable	Work Engagement
	Model 1	Model 2	Model 3	Model 4
1. Control Variables
Gender	−0.015	0.003	0.004	−0.007
Institutional Type	−0.044	−0.015	−0.035	0.003
Academic Discipline	0.114	0.042	0.071	0.023
Geographic Region	0.015	0.039	0.026	0.013
2. Independent Variable
Public Service Motivation		0.678 ***	0.663 ***	0.702 ***
3. Moderator Variable
Transformational Leadership			0.185 ***	0.167 ***
4. Interaction Term
PSM × TL				0.412 ***
R²	0.006	0.462	0.496	0.663
ΔR²	−0.001	0.457	0.490	0.658
F	0.882	93.423 ***	88.890 ***	139.429 ***

Note: *** p < 0.001 (two-tailed).

.

As shown in Model 3, TL has a significant positive effect on WE (β = 0.185, p < 0.001), after controlling for PSM. Moreover, PSM consistently exhibits a strong positive effect on WE across all models (e.g., Model 2: β = 0.678, p < 0.001).

In Model 4, the interaction term PSM × TL has a significant positive effect on WE (β = 0.412, p < 0.001). Furthermore, the ΔR² shows a significant improvement compared to Model 3, indicating that TL positively moderates the relationship between PSM and WE.

To further validate this conclusion, a supplementary analysis using the SPSS macro PROCESS (Model 1) was conducted, confirming the significance of the interaction effect (β = 0.3402, p < 0.001, 95% CI [0.2997, 0.3806], excluding zero). These findings support Hypothesis 5, indicating that TL strengthens the influence of PSM on WE.

5.5. Moderated Mediation Analysis: The Effect of Transformational Leadership

To further examine the moderating effect of TL on the mediation pathway from PSM to JP via WE, the study employed the SPSS macro PROCESS (Model 7). The results of the analysis are presented in

Table 5. Indirect effects of public service motivation on job performance at different levels of transformational leadership.

Transformational Leadership Level	Indirect Effect	SE	95% CI
Low level (−1 SD)	0.114 ***	0.013	[0.087, 0.139]
Medium level (Mean)	0.251 ***	0.017	[0.218, 0.284]
High level (+1 SD)	0.389 ***	0.027	[0.336, 0.443]

Note: *** p < 0.001 (two-tailed).

.

At low levels of TL, the indirect effect of PSM on JP through WE is relatively weak (β = 0.114). However, at high levels of TL, the indirect effect increases significantly (β = 0.389). Furthermore, the index of moderated mediation is 0.202 (95% CI [0.167, 0.242], excluding zero), indicating that TL strengthens the transmission effect between PSM, WE, and JP, thereby confirming Hypothesis 6.

In summary, TL not only directly enhances the positive relationship between PSM and WE but also amplifies the indirect effect of PSM on JP via WE. In high-intensity environments, strong TL motivates college counselors to translate their intrinsic motivation into sustained WE, ultimately leading to improved JP.

6. Discussion

6.1. The Positive Impact of Public Service Motivation on Job Performance

This study expands the scope to include college counselors, who assume dual roles in both ideological-political education and student affairs management. The findings indicate that counselors with higher levels of PSM exhibit a strong sense of responsibility and professional commitment, even in high-intensity environments. These counselors demonstrate greater engagement in student affairs, ideological-political education, and various student support activities. Their strong identification with public interest and social values contributes to enhanced JP.

From the perspective of how PSM enhances counselors’ performance in high-intensity environments, several key mechanisms can be identified. First, high-intensity settings often involve complex administrative tasks and unexpected challenges. PSM motivates counselors to proactively address student needs and academic difficulties while maintaining their commitment to socialist values and social responsibility. Second, PSM acts as a stable intrinsic motivational force, enabling counselors to sustain high levels of engagement and resilience, even in resource-constrained or high-demand environments. This intrinsic motivation helps mitigate workplace stress and ensures the consistent delivery of high-quality support services. Moreover, PSM reinforces counselors’ recognition of the significance of their roles, enabling them to adapt strategies effectively and allocate additional time and emotional resources to ensure the successful implementation of student affairs management and ideological-political education.

Given that college counselors are responsible for both ideological-political education and student affairs management, they often experience elevated levels of work-related stress (Du, 2024). The existing literature has established that PSM functions as a powerful intrinsic motivator in public service-oriented professions, including civil service, healthcare, and social welfare sectors (Perry et al., 2010; Zhang & Liu, 2020). As highlighted by Wright et al. (2012). PSM exerts a particularly strong motivational effect in roles that emphasize public service missions and the promotion of societal values.

Although PSM emerged as a significant predictor, other unobserved factors, such as self-efficacy, professional identity, or role clarity, may also influence JP. These variables were not included in the current model and could provide alternative explanatory routes.

6.2. The Partially Mediating Role of Work Engagement in the Relationship Between Public Service Motivation and Job Performance

The empirical analysis in this study demonstrates that WE acts as a crucial mediator in the relationship between PSM and college counselors’ JP. However, this mediating effect does not fully explain the direct impact of PSM on performance, indicating a partial mediation effect. Specifically, counselors with higher levels of PSM are more likely to invest greater energy and emotional commitment, thereby demonstrating higher efficiency and responsibility across their various roles, including ideological-political education and student affairs management.

At the same time, WE facilitates the conversion of intrinsic motivation into observable work behaviors and measurable performance outcomes, enabling counselors to demonstrate vitality, focus, and dedication in their daily responsibilities and student support activities. This process ultimately enhances their JP, reinforcing the significance of WE as a mediating mechanism in translating PSM into JP.

Previous research has extensively explored motivation–participation–performance pathway; however, the underlying mediating mechanisms have primarily been examined through psychological constructs such as role identity, organizational commitment, and psychological contracts (Li & Mei, 2013; Zhu, 2013). WE, as a positive psychological state, has been empirically validated as a critical factor in sustaining motivation and enhancing performance, particularly in high-intensity environments (Kundi et al., 2022). This study demonstrates that, within the complex and multifaceted role of college counselors, WE serves as a key mechanism that facilitates the translation of PSM into JP. By fostering sustained dedication, focus, and resilience, WE effectively captures the motivational transformation process, reinforcing its crucial role in bridging intrinsic motivation with JP.

These findings align with prior research in service-oriented professions, reinforcing the view that intrinsic motivation should be mediated through a positive psychological state to enhance performance. However, this study further extends the applicability of the motivation–participation–performance pathway to the higher education sector, emphasizing its critical role in student affairs management.

6.3. The Amplifying Effect of Transformational Leadership on the Relationship Between Public Service Motivation, Work Engagement, and Job Performance

The empirical results of this study demonstrate that TL significantly enhances the relationship between PSM and WE, thereby amplifying the positive impact of PSM on JP. Specifically, when leaders with high levels of TL provide vision-driven inspiration, promote innovation, and offer emotional support, college counselors are more likely to translate their PSM into greater engagement and commitment. This, in turn, leads to a stronger focus on student affairs management, increased participation in ideological-political education, and more flexible problem-solving approaches. Ultimately, this process enhances counselors’ effectiveness in both student affairs management and ideological-political education, confirming the critical amplifying effect of TL on the motivation–participation–performance pathway within the student affairs context.

The existing literature widely acknowledges that TL supports employees in maintaining a positive psychological state and exhibiting proactive work behaviors in high-intensity environments by shaping a clear organizational vision and demonstrating high levels of care and support (C. Chen et al., 2016). Furthermore, some studies suggest that in public service roles or other mission-driven contexts, a leadership style that aligns with organizational values can positively influence employees’ intrinsic motivation (Z. Wang, 2023).

The results indicate that TL not only strengthens the relationship between PSM and WE but also enhances JP through its moderated mediation effect. These findings are consistent with prior studies, which have largely centered on employees in government sectors. Notably, this research emphasizes the specific influence of TL, rather than exploring a range of leadership styles.

Our model focused on a single mediator and one contextual moderator. While these choices were grounded in theory, they do not exhaust the possible mechanisms through which PSM exerts its effects. Future research might consider additional psychological pathways (e.g., emotional exhaustion, job satisfaction) or institutional moderators (e.g., organizational support, rule formalization) to deepen the explanatory power of the model.

7. Limitations

First, this study primarily focuses on college counselors from Chinese higher education institutions, which may limit the generalizability of the findings to broader cultural and institutional contexts. Future research should aim to validate the proposed model in diverse national or regional settings to enhance its cross-cultural applicability and confirm the robustness of the findings across different educational systems.

Second, the cross-sectional design of this study limits its ability to capture the dynamic effects of motivation, engagement, and leadership on performance. Furthermore, this design does not account for potential bidirectional or recursive effects. To address this limitation, future research should consider adopting longitudinal designs, follow-up surveys, or experimental methods to more robustly establish causal relationships among key variables and track their developmental trajectories over time.

Third, the reliance on self-reported data introduces the potential for social desirability bias and self-enhancement tendencies, which may compromise the objectivity of the findings. To improve the validity and reliability of the measurements, future research should incorporate multi-source evaluations, such as supervisor assessments, student feedback, or third-party evaluations (e.g., annual performance appraisals, multisource feedback systems).

Fourth, this study is also limited by the range of demographic variables included in the analysis. While we controlled for gender, geographic region, academic discipline, and institution type, there are other potentially influential characteristics, such as age, education level, and marital or family status. These factors may influence public service motivation and work engagement. Future studies should consider incorporating a more comprehensive set of personal background variables to provide deeper insight into individual-level differences and enhance model robustness.

8. Practical Implications

Although this study is based on cross-sectional data and cannot establish causal relationships, the findings offer several tentative yet valuable insights for higher education management and policy development.

First, the positive association between public service motivation and counselor performance suggests that cultivating PSM may be a worthwhile direction for talent recruitment and training. Institutions could consider incorporating value-based elements into selection criteria and professional development programs. However, given the complex interplay of personal, organizational, and cultural factors, such efforts should be implemented flexibly and assessed regularly for effectiveness.

Second, the role of transformational leadership in strengthening motivation and engagement highlights the potential value of leadership development. Programs aimed at training educational leaders may benefit from focusing on transformational competencies, such as articulating a shared mission, offering individualized support, and modeling public-oriented values. These traits appear to create a climate where intrinsically motivated counselors can thrive.

Third, strategies to enhance work engagement should go beyond workload management or material incentives. Institutions might explore interventions that improve psychological safety, clarify professional roles, and foster peer collaboration—factors shown to support engagement in emotionally demanding occupations.

It is important to emphasize that these recommendations are drawn from correlational patterns and should not be interpreted as prescriptive solutions. Future studies using longitudinal or intervention-based designs are needed to evaluate whether and how these practices produce sustained improvements in counselor performance.

9. Conclusions

Based on a large-scale empirical study of college counselors, this research confirms that PSM significantly enhances counselors’ Job Performance. Furthermore, Work Engagement serves as a crucial partial mediator in this relationship, while Transformational Leadership further amplifies the positive effects of PSM on both Work Engagement and Job Performance.

The findings contribute to the application of PSM theory within higher education management, providing new insights into the selection, training, and professional development of college counselors. Additionally, this study offers practical recommendations for college administrators on optimizing transformational leadership styles and resource support strategies to enhance counselor performance and well-being.

This study emphasizes that in high-intensity, multifaceted roles, college counselors must cultivate a strong identification with socialist values and a deep sense of responsibility. Furthermore, with the support of Transformational Leadership, counselors are better equipped to sustain high levels of Work Engagement, ultimately fostering both personal growth and the success of student development.