包容性导师对研究生科研创造力的影响：认知灵活性的中介作用与经验开放性的调节作用

doi:10.19988/j.cnki.issn.2095-1159.2023.04.008

Psychological Research

2023, Vol. 16

Issue (4): 354-363 DOI: 10.19988/j.cnki.issn.2095-1159.2023.04.008

School　Psychology　Research

Current Issue | Archive | Adv Search

The influence of inclusive supervisor on graduate students’ research creativity：The mediating effect of cognitive flexibility and the moderating effect of openness to experience

ZHANG Junwei¹, TANG Jiao¹, XIE Kun², ZHANG Yajun³

1 School of Management, Guangdong University of Technology, Guangzhou 510520;
2 School of Economics and Management, Huazhong Agricultural University, Wuhan 430070;
3 School of Business Administration, Guizhou University of Finance and Economics, Guiyang 550025

Abstract
Figure/Table
References
Related Citation (0)

Download: PDF (1171 KB) HTML (1 KB)
Export: BibTeX | EndNote (RIS)

Abstract In order to motivate graduate students’ research creativity, the study explored the effect of inclusive supervisor on graduate students’ research creativity. Prior research had drawn from creative self-efficacy and failure inclusion climate to explicate how inclusive leadership affects employees. Based on a new perspective—cognitive flexibility, our study investigated the association between inclusive supervisor and graduate students’ research creativity, and explored the mediating role of cognitive flexibility and the moderating effect of openness to experience. We used questionnaire surveys to obtain the valid data of 347 graduate students and their peers. Results revealed that there was a positive relationship between inclusive supervisor and graduate students’ research creativity and such an association was mediated by cognitive flexibility after controlling for creative self-efficacy and failure inclusion climate. Furthermore, openness to experience attenuated the effect of inclusive supervisor on cognitive flexibility, such that the positive relationship was weaker when openness to experience was high than when it was low. Ultimately, openness to experience mitigated the indirect effect of inclusive supervisor on research creativity via cognitive flexibility, such that the indirect effect was weaker when openness to experience was high than when it was low.

Key words： inclusive supervisor research creativity cognitive flexibility openness to experience

	Service

	E-mail this article
	Add to my bookshelf
	Add to citation manager
	E-mail Alert
	RSS
	Articles by authors
	ZHANG Junwei
	TANG Jiao
	XIE Kun
	ZHANG Yajun

Cite this article:

ZHANG Junwei,TANG Jiao,XIE Kun, et al. The influence of inclusive supervisor on graduate students’ research creativity：The mediating effect of cognitive flexibility and the moderating effect of openness to experience[J]. Psychological Research, 2023, 16(4): 354-363.

URL:

http://xlyj.magtech.com.cn/EN/10.19988/j.cnki.issn.2095-1159.2023.04.008 OR http://xlyj.magtech.com.cn/EN/Y2023/V16/I4/354

[1] 陈晓暾, 程姣姣. (2021). 包容型领导研究述评与中国视域下的展望.科研管理, 42(10), 174-181.
[2] 段锦云, 黄彩云. (2013). 个人权力感对进谏行为的影响机制: 权力认知的视角.心理学报, 45(2), 217-230.
[3] 范建刚. (2017). 由准压力型向包容型转变: 研究生培养体制改革的方向.研究生教育研究, (1), 8-13.
[4] 范晓倩, 于斌, 曹倩. (2020). 时间压力对员工创造力的影响机制研究.广东财经大学学报, 35(3), 44-56.
[5] 方阳春. (2014). 包容型领导风格对团队绩效的影响——基于员工自我效能感的中介作用.科研管理, 35(5), 152-160.
[6] 古继宝, 常倩倩, 吴剑琳. (2021). 博士生压力源与科研绩效的关系研究.高教探索, (7), 40-46.
[7] 侯志军, 何文军, 王正元. (2016). 导师指导风格对研究生知识共享及创新的影响研究.学位与研究生教育, (2), 62-67.
[8] 简浩贤, 徐云飞, 曹曼, 赵曙明. (2017). 基于组织认同视角的包容性领导与员工敬业度关系研究.管理学报, 14(11), 1624-1630.
[9] 刘怡, 段鑫星. (2020). 大五人格对大学生创新行为的作用机制.教育理论与实践, 40(15), 38-41.
[10] 刘智强, 严荣笑, 唐双双. (2021). 领导创新期望与员工突破性创新投入: 基于悖论理论的研究. 管理世界, 37(10), 226-241.
[11] 罗瑾琏, 郭利敏, 程垦. (2021). 苛敛型导师对科研创造力的影响: 情感事件理论视角.科技进步与对策, 38(12), 137-143.
[12] 潘炳如, 顾建民. (2022). 导师指导因素对研究生创新能力的影响——基于不同学科类别的差异性分析.学位与研究生教育, (4), 52-60.
[13] 苏荟, 白玲, 张继伟. (2021). 导师家长式指导风格对研究生创新行为的影响研究.学位与研究生教育, (6), 57-66.
[14] 唐春勇, 马茂华, 赵宜萱. (2018). 基于目标接纳中介作用的包容性领导对员工幸福感的影响研究.管理学报, 15(2), 201-208.
[15] 唐宁玉, 张凯丽. (2015). 包容性领导研究述评与展望.管理学报, 12(6), 932-938.
[16] 王辉, 常阳. (2019). 包容性领导与员工创造力: 一个被调节的中介模型.湘潭大学学报: 哲学社会科学版, 43(3), 112-116.
[17] 徐云飞, 席猛, 赵曙明. (2021). 包容性领导对员工主动行为的影响机制——基于社会影响理论的视角.管理评论, 33(6), 201-212.
[18] 尹奎, 孙健敏, 邢璐, 杨夕瑾. (2016). 研究生科研角色认同对科研创造力的影响: 导师包容性领导、师门差错管理氛围的作用.心理发展与教育, 32(5), 557-564.
[19] 袁本涛, 延建林. (2009). 我国研究生创新能力现状及其影响因素分析——基于三次研究生教育质量调查的结果.北京大学教育评论, (2), 12-20.
[20] 张宝生, 李鑫, 张庆普. (2021). 家长式导师风格对研究生科研创造力的影响机制研究——学术激情与科研自我效能感的作用.技术经济, 40(6), 177-188.
[21] 张永军, 廖建桥, 赵君. (2013). 科研压力对博士生学术不端行为的影响研究.科研管理, 34(4), 99-107.
[22] 赵富强, 高依晨, 陈耘, 胡伟. (2022). 认知灵活性对再创业意愿的影响: 创业韧性, 成功预期与社会支持的作用.科技进步与对策, 39(19), 1-11.
[23] Amabile, T. M. (1988). A model of creativity and innovation in organizations.Research in Organizational Behavior, 10(1), 123-167.
[24] Amabile T. M., Barsade S. G., Mueller J. S., & Staw B. M. (2005). Affect and creativity at work.Administrative Science Quarterly, 50(3), 367-403.
[25] Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning.Research in Organizational Behavior, 36, 157-183.
[26] Carmeli A., Reiter-Palmon R., & Ziv E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: The mediating role of psychological safety.Creativity Research Journal, 22(3), 250-260.
[27] Chen X., He J., & Fan X. (2022). Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the US.International Journal of Bilingual Education and Bilingualism, 25(1), 342-354.
[28] Donnellan, M. B., & Lucas, R. E. (2008). Age differences in the Big Five across the life span: Evidence from two national samples.Psychology and Aging, 23(3), 558-566.
[29] Dreu C. K. D., Nijstad B. A., & Baas M. (2011). Behavioral activation links to creativity because of increased cognitive flexibility.Social Psychological and Personality Science, 2(1), 72-80.
[30] Edwards, J. R., & Lambert, L. S. (2007). Methods for integrating moderation and mediation: A general analytical framework using moderated path analysis.Psychological Methods, 12(1), 1-22.
[31] Farmer S. M., Tierney P., & Kung-McIntyre K. (2003). Employee creativity in Taiwan: An application of role identity theory.Academy of Management Journal, 46(5), 618-630.
[32] George, J. M., & Zhou, J. (2001). When openness to experience and conscientiousness are related to creative behavior: An interactional approach.Journal of Applied Psychology, 86(3), 513-524.
[33] Gok K., Sumanth J. J., Bommer W. H., et al. (2017). You may not reap what you sow: How employees’ moral awareness minimizes ethical leadership’s positive impact on workplace deviance.Journal of Business Ethics, 146, 257-277.
[34] Hirak R., Peng A. C., Carmeli A., & Schaubroeck J. M. (2012). Linking leader inclusiveness to work unit performance: The importance of psychological safety and learning from failures.Leadership Quarterly, 23(1), 107-117.
[35] Hirt E. R., Devers E. E., & McCrea S. M. (2008). I want to be creative: exploring the role of hedonic contingency theory in the positive mood-cognitive flexibility link.Journal of Personality and Social Psychology, 94(2), 214-230.
[36] Javed B., Fatima T., Khan A. K., & Bashir S. (2021). Impact of inclusive leadership on innovative work behavior: The role of creative self-efficacy.Journal of Creative Behavior, 55(3), 769-782.
[37] Javed B., Naqvi S. M. M. R., Khan A. K., Arjoon S., & Tayyeb H. H. (2019). Impact of inclusive leadership on innovative work behavior: The role of psychological safety.Journal of Management & Organization, 25(1), 117-136.
[38] Jolly, P. M., & Lee, L. (2021). Silence is not golden: Motivating employee voice through inclusive leadership.Journal of Hospitality & Tourism Research, 45(6), 1092-1113.
[39] Kerr, S., & Jermier, J. M. (1978). Substitutes for leadership: Their meaning and measurement.Organizational Behavior and Human Performance, 22(3), 375-403.
[40] Kiss A. N., Libaers D., Barr P. S., Wang T., & Zachary M. A. (2020). CEO cognitive flexibility, information search, and organizational ambidexterity.Strategic Management Journal, 41(12), 2200-2233.
[41] Li N., Chiaburu D. S., Kirkman B. L., & Xie Z. (2013). Spotlight on the followers: An examination of moderators of relationships between transformational leadership and subordinates’ citizenship and taking charge.Personnel Psychology, 66(1), 225-260.
[42] Lin W. L., Tsai P. H., Lin H. Y., & Chen H. C. (2014). How does emotion influence different creative performances? The mediating role of cognitive flexibility.Cognition & Emotion, 28(5), 834-844.
[43] Liu X., Qian W., Liang P., Xie T., & Wang J. (2022). The relationship between peer victimization and social anxiety among adolescents: A moderated mediation model with cognitive flexibility and affect intensity.Psychology, Health & Medicine, 27(3), 663-675.
[44] Martin, M. M., & Anderson, C. M. (2001). The relationship between cognitive flexibility and affinity-seeking strategies.Advances in Psychological Research, 4, 69-76.
[45] Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility.Psychological Reports, 76(2), 623-626.
[46] McCrae, R. R. (1996). Social consequences of experiential openness.Psychological Bulletin, 120(3), 323-337.
[47] Ng, T. W., & Feldman, D. C. (2012). A comparison of self-ratings and non-self-report measures of employee creativity.Human Relations, 65(8), 1021-1047.
[48] Ng, T. W., & Yam, K. C. (2019). When and why does employee creativity fuel deviance? Key psychological mechanisms.Journal of Applied Psychology, 104(9), 1144-1163.
[49] Nishii, L. H., & Leroy, H. (2022). A multi-level framework of inclusive leadership in organizations.Group & Organization Management, 47(4), 683-722.
[50] Nishii, L. H., & Mayer, D. M. (2009). Do inclusive leaders help to reduce turnover in diverse groups? The moderating role of leader-member exchange in the diversity to turnover relationship.Journal of Applied Psychology, 94(6), 1412-1426.
[51] ?zduran, A., & Tanova, C. (2017). Coaching and employee organizational citizenship behaviours: The role of procedural justice climate.International Journal of Hospitality Management, 60, 58-66.
[52] Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models.Behavior Research Methods, 40(3), 879-891.
[53] Pulakos E. D., Arad S., Donovan M. A., & Plamondon K. E. (2000). Adaptability in the workplace: Development of a taxonomy of adaptive performance.Journal of Applied Psychology, 85(4), 612-624.
[54] Rayner, S. (2009). Educational diversity and learning leadership: A proposition, some principles and a model of inclusive leadership?Educational Review, 61(4), 433-447.
[55] Shore, L. M., & Chung, B. G. (2022). Inclusive leadership: How leaders sustain or discourage work group inclusion.Group & Organization Management, 47(4), 723-754.
[56] Smith, C. A., & Konik, J. (2022). Who is satisfied with life? Personality, cognitive flexibility, and life satisfaction.Current Psychology, 41(12), 9019-9026.
[57] Strickland, S., & Towler, A. (2011). Correlates of creative behaviour: The role of leadership and personal factors.Canadian Journal of Administrative Sciences, 28(1), 41-51.
[58] Tang N., Jiang Y., Chen C., Zhou Z., Chen C. C., & Yu Z. (2015). Inclusion and inclusion management in the Chinese context: An exploratory study.International Journal of Human Resource Management, 26(6), 856-874.
[59] Ye Q., Wang D., & Li X. (2018). Promoting employees’ learning from errors by inclusive leadership: Do positive mood and gender matter?Baltic Journal of Management, 13(1), 125-142.