When relationships make a difference! Supervisor support and PhD students’ academic performance in the journey: the moderating effect of supervisor-student relationship quality

Abstract

The present study examines the effect of supervisor support (SS) on PhD students’ academic performance during the journey (SP), and further explores how the quality of the supervisor-student relationship (SQ) influences the relationship between SS and SP. Data was gathered from 200 PhD candidates at three universities in Tanzania using standardized questionnaires. The validity of the proposed model was evaluated using confirmatory factor analysis (CFA), and the study’s hypotheses were examined through Hayes’ PROCESS macro. The findings revealed that SS significantly enhances SP, implying that SS is crucial in influencing PhD students’ academic performance during their journey. Additionally, the findings indicate that SQ significantly moderates the relationship between SS and SP, with the positive effect of SS on SP strengthening as relationship quality increases. This study makes a significant contribution to the body of knowledge as it is among the first to explore the relationship between SS and SP. It further contributes to the literature by exploring the moderating role of SQ in the link between SS and SP, a dimension that has not been examined in prior studies. The study recommends that universities invest in training programs to enhance supervisors’ mentoring skills and relationship quality, both of which are crucial for improving SP.

Keywords

• Supervisor support
• supervisor-student relationship quality
• academic performance
• PhD students
• Tanzania
• Higher Education Management