This research investigates the impact of supportive supervisors on doctoral students’ research productivity, with parallel mediation effects of academic engagement and academic psychological capital as two mediators. Data has been collected through an online survey from international doctoral students ( N = 415) studying in six research-oriented universities in mainland China. Confirmatory factor analysis and structural modeling were used in the analysis and mediation analysis conducted by adopting the 04 Model in PROCESS. The results indicated that a supportive supervisor is positively related to research productivity. Student psychological factors—academic engagement and academic psychological capital—partially mediate the relationship between supportive supervisors and research productivity. The findings suggest that the supervisor’s supportive behavior is essential for encouraging students’ academic engagement and academic psychological capital. Furthermore, students are more productive, and their engagement and psychological resources are increased under supportive supervision, which ultimately significantly increases their research productivity.

Purpose: Using the lens of conservation of resources (COR) theory, the purpose of this paper is to explore the effect of humble leadership on project success by integrating the mediating role of goal clarity. The authors also argue that organizational culture moderates these direct and indirect relationships through goal clarity.Design/methodology/approach: Time-lagged data were collected from 329 employees in the civil construction sector of Pakistan.Findings: The results indicate that humble leadership enhances project success through mediating and moderating mechanisms.Research limitations/implications: The present research ends with an argument, managerial consequences, limits and guidance for future research.Practical implications: The results influence a project-based organization on the selection and promotion of humility among project managers.Originality/value: This research answers the following research question, which has been ignored in the literature: What are the suggested mechanisms for humble leadership in promoting project success?

This study aimed to examine the relationship between international students’ academic attitude and subjective norms on the one hand, and academic self-perception on the other hand in the context of student’s perception of their knowledge- seeking intention and supervisor support. We gathered survey data from 415 international doctoral students from six top-tier universities in China (male = 61.4%; female= 38.6%; age range = 26 to 46 and above). The students were from the following regions: Asia 45.5%, Africa 40%, Europe 9.4 %, and America 5.1%. These students’ majors were engineering and technology (39.8 %), business, management, and economics (33.7%), and social sciences (26.5 %). Moderated-mediated analysis indicated higher knowledge-seeking intention to mediate the relationship between students’ academic attitude and subjective norms, and their academic performance self-perceptions. Higher self-rated supervisor support scores moderated the influences of academic attitude and subjective norms on the students’ academic performance self-perceptions. Student development and support programs should seek to support international students’ knowledge- seeking behaviours and supervisor access, enhancing their success with doctoral studies.