Supportive supervision and Chinese postgraduate students’ core self-evaluations and academic creativity: A synergistic interactive model

• Zongbo Li

  China University of Mining and Technology

• Cui Peng

  Henan University

• Tsung-Xian Lin

  School of Management, Guangzhou Huashang College, and Institute for Economic and Social Research, Huashang College

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.

1. Zongbo Li, China University of Mining and Technology
   School of Economics and Management
2. Cui Peng, Henan University
   Institute of Psychology and Behavior, School of Education

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