How does supervisor support impact Chinese graduate students’ research creativity through research self-efficacy and intrinsic motivation? – A multi-group analysis

Abstract

This study utilized a structural equation modeling approach to investigate the influence of supervisor support on Chinese graduate students’ research creativity, mediated by research self-efficacy and intrinsic motivation. The sample comprised 1781 graduate students from 42 Chinese universities. Data were gathered using a 33-item five-point Likert scale survey to gauge perceptions of supervisor support (spanning academic, personal, and autonomy facets), research self-efficacy, intrinsic motivation, and research creativity. The study specifically probed how research self-efficacy and intrinsic motivation acted as mediators in the relationship between the three types of supervisor support and research creativity. Additionally, potential differences in the structural equation model based on gender (male vs. female) and academic major (arts vs. sciences) were examined. Results showed that both self-efficacy and intrinsic motivation had a notable impact on research creativity. Furthermore, all three types of supervisor support exerted direct effects on research creativity. Research self-efficacy and intrinsic motivation served as partial mediators between supervisor support and research creativity. No significant model differences were found between genders or academic majors. Practically, it suggests that institutions should foster supportive environments to boost students’ confidence and autonomy, leading to greater creative output.