Open Access

ARTICLE

Supervisor conscientiousness and professional identity for graduate students: A moderated mediation model

Xiaoyuan Chu^1,#, Alafate Litifu^1,#, Zhaoyi Zhu², Qing Tan¹, Shihao Ma¹, Jingyue Yu^1,3, Lipeng Yin⁴, Li Lei⁵, Si Han^6,*

1 School of Economics and Management, Beijing University of Posts and Telecommunications, Beijing, China
2 HSBC Business School, Peking University, Shenzhen, China
3 Academic Affairs Office, The Open University of China, Beijing, China
4 Department of Psychology, The University of Hong Kong, Hong Kong, China
5 School of Education, Renmin University of China, Beijing, China
6 School of Information Management for Law, China University of Political Science and Law, Beijing, China

* Corresponding Author: Si Han. Email:
# These authors are the co-first authors

Journal of Psychology in Africa 2026, 36(3), 329-340. https://doi.org/10.32604/jpa.2026.076401

Received 19 November 2025; Accepted 06 May 2026; Issue published 30 June 2026

Abstract

This study examined the mediating role of perceived supervisor–student relationship quality and the moderating role of student extraversion in the relationship between supervisor conscientiousness and graduate students’ professional identity. A total of 450 graduate students completed surveys of supervisor conscientiousness, perceived supervisor–student relationship quality, professional identity, and extraversion. Results of a moderated mediation model testing showed that supervisor conscientiousness was associated with higher graduate students’ professional identity. Perceived supervisor–student relationship quality mediated this association, with higher supervisor conscientiousness linked to better perceived supervisor–student relationship quality, which in turn related to higher levels of professional identity. In addition, student extraversion moderated the link between supervisor conscientiousness and perceived relationship quality, such that this association was stronger among students low in extraversion. These findings extend social learning theory by showing that supervisors’ personality traits shape graduate students’ professional identity through relational mechanisms, while also indicating this process may operate through relationship-based need satisfaction, as proposed in self-determination theory. By implication, fostering conscientious supervisory practices and supportive relationships may facilitate professional identity development, particularly among students low in extraversion.

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Keywords

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