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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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