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Emotional Mechanisms in Supervisor-Student Relationship: Evidence from Machine Learning and Investigation

Faculty of Economics and Management, East China Normal University, Shanghai 200062, China
Faculty of Education, East China Normal University, Shanghai 200062, China
School of Computer Science and Technology, East China Normal University, Shanghai 200062, China
School of Computer Science, East China Normal University, Shanghai 200062, China, and also with School of Internet of Things Engineering, Wuxi University, Wuxi 210044, China
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Abstract

How to cultivate innovative talents has become an important educational issue nowadays. In China’s long-term mentorship education environment, supervisor-student relationship often affects students’ creativity. From the perspective of students’ psychology, we explore the influence mechanism of supervisor-student relationship on creativity by machine learning and questionnaire survey. In Study 1, based on video interviews with 16 postgraduate students, we use the machine learning method to analyze the emotional states exhibited by the postgraduate students in the videos when associating them with the supervisor-student interaction scenario, finding that students have negative emotions in bad supervisor-student relationship. Subsequently, we further explore the impact of supervisor-student relationship on postgraduate students’ development in supervisor-student interaction scenarios at the affective level. In Study 2, a questionnaire survey is conducted to explore the relationship between relevant variables, finding that a good supervisor-student relationship can significantly reduce power stereotype threat, decrease emotional labor surface behaviors, and promote creativity expression. The above results theoretically reveal the internal psychological processes by which supervisor-student relationship affects creativity, and have important implications for reducing emotional labor and enhancing creativity expression of postgraduate students.

Keywords

supervisor-student relationshippower stereotype threatemotional labormachine learningcomputable perception

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Journal of Social Computing
Volume 4 Issue 1,
March 2023
Pages 30-45
DOI: 10.23919/JSC.2023.0005
Cite this article:
Hu J, Liu Y, Zheng Q, et al. Emotional Mechanisms in Supervisor-Student Relationship: Evidence from Machine Learning and Investigation. Journal of Social Computing, 2023, 4(1): 30-45. https://doi.org/10.23919/JSC.2023.0005
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Result of the discriminant validity analysis.

Supervisor-student relationship Power stereotype threat Surface acting Deep acting Creativity
Note: ** denotes p < 0.01 and *** denotes p < 0.001. The values on the diagonal line in bold are AVE values.
Supervisor-student relationship 0.641 — — — —
Power stereotype threat −0.224*** 0.668 — — —
Surface acting −0.163** 0.719*** 0.694 — —
Deep acting 0.237*** 0.358*** 0.499*** 0.678 —
Creativity 0.564*** −0.089 −0.044 0.316*** 0.812
Mean 2.366 0.620 1.011 1.550 1.587
Standard deviation 1.134 1.608 1.522 1.454 1.507

Reliability and validity of measurement model.

VariableMeasurementStandardized path coefficientT-valueCronbach’s αAVECR
Note: Fitting index of the validated factorial model is as follows: χ2(340) = 784.299, χ2/df = 2.307, p < 0.000; GFI = 0.913, CFI = 0.940, NNFI = 0.934, RMSEA = 0.047, RMR = 0.198, and NFI = 0.900.
Supervisor-studentrelationship (1) My supervisor will monitor my academic and research progress. 0.699 10.241 0.725 0.411 0.727
(2) My supervisor will be able to provide timely evaluation and feedback on my studies. 0.809 10.584
(3) My supervisor will respect my research interests and ideas. 0.509 8.696
(4) I respect my supervisor’s academic and research abilities. 0.490 —
Power stereotype threat (1) I prefer to sit at least 1.5 meters away from my supervisor. 0.535 9.264 0.862 0.447 0.863
(2) I have an expectation that the debriefing will take place. I always believe that supervisor thinks we students don’t have enough knowledge and understanding of the issue, and I am worried that such a stereotype will have negative impacts on the debriefing. 0.707 10.642
(3) When my supervisor arrives in the room, I stand up and introduce myself to the supervisor. When he greets me with a nod, I feel nervous and uneasy. 0.746 10.877
(4) When the debriefing session begins, I have the opinions and ideas of the whole project team in hand, but I am hesitant to speak up and present our views to my supervisor. 0.791 11.122
(5) I feel that my supervisor will be serious and intimidating during the debriefing process. 0.467 —
(6) I would not want to have a debriefing exchange in front of my supervisor at all if I had a choice. 0.730 10.786
(7) I feel that I will play a submissive and dependent role in the debrief. 0.625 10.058
(8) I think it will be difficult for me to sway my supervisor as a student. 0.680 10.464
Surface acting (1) I put on an act in order to deal with my supervisor in an appropriate way. 0.749 — 0.865 0.482 0.865
(2) I fake a good mood when interacting with my supervisor. 0.673 15.979
(3) I put on a “show” or “performance” when interacting with my supervisor. 0.718 17.107
(4) I just pretend to have the emotions I need to display when facing my supervisor. 0.637 15.059
(5) I put on a “mask” in order to display the emotions needed to interact with my supervisor. 0.519 12.142
(6) I show feelings to my supervisor that are different from what I feel inside. 0.754 18.025
(7) I fake the emotions I show when dealing with my supervisor. 0.774 18.521
Deep acting (1) I work hard to feel the emotions that I need to show to supervisor. 0.775 —
(2) I try to actually experience the emotions that I must show to my supervisor. 0.566 11.335 0.712 0.460 0.715
(3) I make an effort to actually feel the emotions that I need to display to my supervisor. 0.677 12.755
Creativity (1) During the interaction with my supervisor, I often come up with creative solutions to problems. 0.795 — 0.927 0.659 0.921
(2) During the interaction with my supervisor, I am good at providing a fresh approach to problems. 0.822 22.323
(3) During the interaction with my supervisor, I often come up with new and practical ideas. 0.808 21.824
(4) During the interaction with my supervisor, I often have new and innovative ideas. 0.819 22.205
(5) During the interaction with my supervisor, I am good at generating creative ideas. 0.859 23.645
(6) During the interaction with my supervisor, I often promote and champion ideas to others. 0.764 20.273

Path coefficients of basic model.

Impact pathway Path coefficient Standard error CR p
Note: Fitting index: χ2 = 994.51, χ2/df = 2.883, p < 0.000; GFI = 0.894, CFI = 0.913, NFI = 0.873, RMSEA = 0.056, RMR = 0.311. *** denotes p < 0.001.
Supervisor-student relationship→Power stereotype threat −0.255 0.065 −3.940 ***
Power stereotype threat→Surface acting 1.203 0.121 9.925 ***
Power stereotype threat→Deep acting 0.571 0.089 6.389 ***
Deep acting→Creativity 0.416 0.057 7.364 ***
Surface acting→Creativity −0.220 0.044 −4.974 ***