Supportive supervision and Chinese postgraduate students' core self-evaluations and academic creativity: A synergistic interactive model.
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| Title: | Supportive supervision and Chinese postgraduate students' core self-evaluations and academic creativity: A synergistic interactive model. |
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| Authors: | Li, Zongbo, Peng, Cui, Lin, Tsung-Xian |
| Source: | Social Behavior & Personality: an international journal. Dec2021, Vol. 49 Issue 12, p1-12. 12p. |
| Abstract: | We examined the interaction effect of supportive supervision and postgraduate students' core self-evaluations on academic creativity, as well as the mediating role of creative self-efficacy in this effect. Participants were 348 Chinese postgraduate students. The results show that supportive supervision was positively associated with students' academic creativity, and that creative self-efficacy mediated this association. Students' core self-evaluations and supportive supervision had a synergistic interactive effect on creative self-efficacy, and creative self-efficacy partially mediated the interactive effect of supportive supervision and core self-evaluations on students' academic creativity. The positive indirect effect of supportive supervision on students' academic creativity through creative self-efficacy was stronger when core self-evaluations were highly positive, compared to when they were less positive. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 153991721 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Supportive supervision and Chinese postgraduate students' core self-evaluations and academic creativity: A synergistic interactive model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Li%2C+Zongbo%22">Li, Zongbo</searchLink><br /><searchLink fieldCode="AR" term="%22Peng%2C+Cui%22">Peng, Cui</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Tsung-Xian%22">Lin, Tsung-Xian</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Behavior+%26+Personality%3A+an+international+journal%22">Social Behavior & Personality: an international journal</searchLink>. Dec2021, Vol. 49 Issue 12, p1-12. 12p. – Name: Abstract Label: Abstract Group: Ab Data: We examined the interaction effect of supportive supervision and postgraduate students' core self-evaluations on academic creativity, as well as the mediating role of creative self-efficacy in this effect. Participants were 348 Chinese postgraduate students. The results show that supportive supervision was positively associated with students' academic creativity, and that creative self-efficacy mediated this association. Students' core self-evaluations and supportive supervision had a synergistic interactive effect on creative self-efficacy, and creative self-efficacy partially mediated the interactive effect of supportive supervision and core self-evaluations on students' academic creativity. The positive indirect effect of supportive supervision on students' academic creativity through creative self-efficacy was stronger when core self-evaluations were highly positive, compared to when they were less positive. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=153991721 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.2224/sbp.10936 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1 Titles: – TitleFull: Supportive supervision and Chinese postgraduate students' core self-evaluations and academic creativity: A synergistic interactive model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Li, Zongbo – PersonEntity: Name: NameFull: Peng, Cui – PersonEntity: Name: NameFull: Lin, Tsung-Xian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 03012212 Numbering: – Type: volume Value: 49 – Type: issue Value: 12 Titles: – TitleFull: Social Behavior & Personality: an international journal Type: main |
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