Supervisory styles and graduate student creativity: the mediating roles of creative self-efficacy and intrinsic motivation
基于社会认知理论，研究导师支持型和指令型风格如何通过创造性自我效能感和内在动机影响研究生创造力，发现指令型风格有正向作用，与预期相反。
Based on social cognitive theory and leadership theory, the current study tests a theoretical model linking supervisory styles (i.e. supportive and directive) with graduate student creativity via psychological cognitive factors (specifically, creative self-efficacy and intrinsic motivation). Results from a sample of 216 graduate students of 1 university in China indicate that both creative self-efficacy and intrinsic motivation completely mediate the influences of supportive supervisory style and directive supervisory style on graduate student creativity. Interestingly, the results indicate a positive influence of directive supervisory style on graduate student creativity, which is inconsistent with the literature and our own original hypothesis. Our findings verify that creative self-efficacy has an indirect effect on graduate student creativity by influencing intrinsic motivation. We discuss the implications of these findings for both theory and practice.