The Effect of Inclusive Tutors on Postgraduate' Creativity Ability-Mediating Effect of Psychological Capital
Volume 8, Issue 3, May 2019, Pages: 97-103
Received: Nov. 4, 2018;
Accepted: Nov. 21, 2018;
Published: May 27, 2019
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Wang Yana, Faculty of Agricultural Equipment, Jiangsu University, Zhenjiang, China
Mao Hanping, Faculty of Agricultural Equipment, Jiangsu University, Zhenjiang, China
Xu Zhandong, Department of Students’ Affairs, Jiangsu University, Zhenjiang, China
Based on the theory of inclusive leadership, we develop a new model to explain the mechanisms that how inclusive tutors influence postgraduate' creativity ability. 350 copies of the questionnaire has been distributed through questionnaire website, and 278 effective questionnaires have beeb collected from postgraduates in China. Structural equation model results showed that: inclusive tutors have a significant positive impact on postgraduates' psychological capital (path coefficient is 0.623); psychological capital have a significant positive impact on postgraduate' creativity ability (path coefficient is 0.804); inclusive tutors have no direct effect on postgraduate' creativity ability, however, they affect postgraduate' creativity ability through the mediation of psychological capital, and the total effect of inclusive tutors on postgraduate' creativity ability is 0.335. This study confirmed that as a positive psychological state in the process of growth, psychological capital plays an important role in the process of inclusive tutors influencing graduate students' innovative ability, so, it must be improved. It is also revealed the "black box" how inclusive tutor affects postgraduate innovative ability, and extended the leadership-creativity model. Based on the finding, this study gave some suggestions on how to improve inclusive level of tutor and psychological capital of postgraduate.
The Effect of Inclusive Tutors on Postgraduate' Creativity Ability-Mediating Effect of Psychological Capital, Education Journal.
Vol. 8, No. 3,
2019, pp. 97-103.
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