Consultation-oriented teacher support and student innovation literacy: a structural model.

Area of Science:

• Higher Education Research
• Educational Psychology
• Cognitive Science

Background:

• University students face increasing cognitive demands impacting learning and innovation.
• Cognitive Load Theory and Self-Determination Theory provide frameworks for understanding these challenges.
• Teacher or counselor support (TS) is explored as a potential enhancer of student innovation literacy.

Purpose of the Study:

• To investigate the psychological pathways linking consultation-oriented TS to students' innovation literacy.
• To examine the mediating roles of psychological safety (PS), intrinsic motivation (IM), and cognitive load (CL).
• To assess the moderating effect of perceived innovation climate on these relationships.

Main Methods:

• A chain-mediation structural equation model (SEM) was employed.
• Data were collected from 300 undergraduates across three Chinese universities.
• Validated questionnaires assessed TS, PS, IM, CL, and innovation literacy.

Main Results:

• TS significantly enhanced PS, which in turn boosted IM and reduced CL.
• These psychological mechanisms collectively improved innovation literacy, especially cognitive and motivational aspects.
• The pathway from IM to innovation behavior was weaker, indicating a motivational-behavioral gap.
• Perceived innovation climate moderated key paths, amplifying the positive effects of TS.

Conclusions:

• An integrated framework for consultation-oriented support driving innovation in higher education was established.
• Findings offer practical insights for optimizing teacher/counselor training and institutional policies.
• Strategies to bridge the motivational-behavioral gap and foster sustainable innovation behavior are suggested.