The Role of Individual Absorptive Capacity, Subjective-Wellbeing and Cultural Fit in Predicting International Student’s Academic Achievement and Novelty in China

Abstract

This study investigated the role of cognitive-(absorptive capacity), psychological-(subjective-wellbeing) and cultural-fit-factors as predictors of academic achievement-novelty in a Chinese-C9-league-University. We addressed the question of what drive student’s achievement of high graduations requirements and innovativeness in their Host-University; focusing mainly on whether interactionistic-nature-(fit-capabilities) are better mechanisms. The quantitative approach was adopted; collect 234 valid data via survey questionnaire, and conduct analysis via structural equation modeling technique. We found that individual-absorptive-capacity has significant effect on supervisor-fit, but a non-significant effect on university-fit dimensions of cultural-fit. Subjective-wellbeing significantly affects both dimensions of cultural-fit. The findings further show how supervisor-fit and university-fit indirectly mediate the (absorptive-capacity, subjective-wellbeing)-achievement-novelty relationship. We highlight the importance of cultural-diversity-awareness; considering supervisor-institutional-fit-factors in research-mentorship-development to support international-students ‘induction for research productivity in educational-settings.

Linking motivation and alliance to perceived ambidexterity outcomes at the individual level in academia

“…First, we did not consider some antecedents of exploitation and exploration that may be of importance. Future research should probe how knowledge sharing, culture, environmental dynamism and individual absorptive capacity influence scholar’s exploitation and exploration (Teye et al , 2018; Li et al , 2010; Seo et al , 2015). Second, we only considered AMS measurement items of Motivation.…”

“…Within SDT framework, human motivation has been studied extensively at all levels in education: lower grades, high school, post-secondary and undergraduate levels, with little empirical attention on students at the post-graduate level (Litalien and Guay, 2015; Teye et al , 2018).…”

Mindfulness Contributing to Publication Anxiety Reduction: A Random Controlled Trial Analysis

“…They have postulated an abundance of empirical substantiations for the relationship between mindfulness and individual growth, wellbeing, integrated self-regulation, and need satisfaction motivators (Cordeiro et al, 2018;Sayibu et al, 2022). In this view, some studies show that among factors promoting well-being and reduces anxiety, the PsyCap should exhibit a significant influencer (Chang et al, 2015;Teye et al, 2018). But empirical study mitigating graduate research student publication anxiety is tremendously rare.…”