A Moderated Mediation Model of Academic Supervisor Developmental Feedback and Postgraduate Student Creativity: Evidence from China

Abstract

Academic supervisors plays a significant role in the cultivation of postgraduate students, but little is known about how academic supervisor feedback affects their creativity. This study hypothesizes and tests a moderated mediation model to explore how and when academic supervisor developmental feedback (ASDF) affects postgraduate student creativity (PSC), including the mediating effect of intrinsic motivation and the moderating effect of creative self-efficacy. After collecting three-wave time-lagged data from 374 postgraduate students and their academic supervisors, SPSS and Amos software were used to test the research hypotheses and the whole model. The results show that ASDF is positively related to intrinsic motivation and PSC. Intrinsic motivation not only has a positive effect on PSC, but it also plays a mediating role in the relationship between ASDF and PSC. Creative self-efficacy plays a moderating role in the relationships between ASDF, intrinsic motivation, and PSC, that is, ASDF can cause postgraduate students with high creative self-efficacy to develop higher levels of intrinsic motivation than those with low creative self-efficacy, which ultimately leads to more PSC. These findings not only enrich the literature on feedback, motivation, and creativity research in the field of education, but also provide some suggestions for promoting PSC from the perspective of universities, academic supervisors, and postgraduate students.