The Role of Professors' Intellectual Stimulation for Intellectual Growth among Chinese Students Who Study in Korea: The Moderating Effect of Growth Need Strength

  • Hahm, Sangwoo (Department of Business Administration, Semyung University) ;
  • Chen, Linlin (Department of Business Administration, Soongsil University)
  • Received : 2020.07.28
  • Accepted : 2020.08.31
  • Published : 2020.09.30


Professor's role is one of various ways to improve students' academic achievement. Professors can be role models for students, motivate them to achieve higher performance, and have various influences on them. Therefore, depending on professor's role, students' attitudes and behaviors may be different, and their academic achievements may also be different. In this regard, this research focused on the intellectual growth that can be regarded as Chinese students' academic achievement. Thus, the importance of professor's intellectual stimulation behavior was emphasized and it was clarified as a way to improve the intellectual growth. Furthermore, students with a higher level of growth need strength, they are more likely to have higher intellectual growth because they put a premium on their self-growth. In order to increase the influence of professor's intellectual stimulation, we focused on the student's growth need strength. Thus, this research examined the moderating effect of growth need strength between intellectual stimulation and intellectual growth. The results showed that intellectual stimulation improved intellectual growth. In addition, growth need strength positively moderated the relationship between intellectual stimulation and intellectual growth. Therefore, it suggested the implications that professors should behave appropriate behavior according to students' personal characteristics.



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