Numerous studies have shown that men and women differ in the forms of social participation in which they most frequently engage. However, few have explored the extent to which the psychosocial processes underlying social participation may be moderated by gender. This study addresses this gap with two samples of university students: those who had completed at least one academic year (Study 1; N = 3,856) and those who had just begun their studies (Study 2; N = 1,061). A range of social actions (civic, political, institutional, and non-institutional, both online and offline) were assessed alongside four intrapersonal predictors: self-efficacy, self-concept, moral obligation, and social norms. Analyses were conducted using the PROCESS macro (Model 1).
Findings from Study 1 indicate that gender moderates the influence of psychosocial mechanisms: for men, processes linked to self-concept and moral obligation had a stronger impact, whereas for women, perceived social norms played a more decisive role. In Study 2, a less consistent moderation pattern emerged, which did not fully replicate the Study 1 results.
Overall, the findings suggest that the moderating role of gender is not static but varies depending on developmental stage and socialization context—in this case, university experience. These results underscore the importance of considering gender not simply as a descriptive variable but as a dynamic factor shaping the psychosocial processes that drive youth participation, with critical implications for designing policies and programs to foster civic and social engagement.