The Effect of Supervisor Support on Academic Procrastination Among Chinese Doctoral Students: Mediation and Moderation Effects of Impostor Syndrome and Neuroticism

The Effect of Supervisor Support on Academic Procrastination Among Chinese Doctoral Students: Mediation and Moderation Effects of Impostor Syndrome and Neuroticism | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effect of Supervisor Support on Academic Procrastination Among Chinese Doctoral Students: Mediation and Moderation Effects of Impostor Syndrome and Neuroticism Xiaohan Yang, Kee Jiar Yeo, Shih-Hui Lee, Boon Yew Wong, Min Xu, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5820687/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study employs a sequential explanatory mixed-methods design to investigate the relationships between supervisor support, academic procrastination, impostor syndrome, and neuroticism among Chinese doctoral students. The investigation began with a quantitative phase using structural equation modeling to analyze data from 962 participants, followed by a qualitative phase conducting semi-structured interviews with 57 participants to explain and enrich the quantitative findings. Quantitative results reveal that while supervisor support does not directly reduce academic procrastination (β = -0.053, p = 0.185), it indirectly affects it through impostor syndrome (β = -0.063, p < 0.05). Neuroticism did not moderate the supervisor support-procrastination relationship (β = 0.063, p = 0.137). Qualitative findings indicate that supervisor support's effectiveness is often limited by internal psychological barriers, with impostor syndrome emerging as a crucial mediator. Students with high neuroticism showed particular difficulty in benefiting from supervisor support due to emotional distress and overthinking. These findings demonstrate the complex interplay between external support and internal psychological factors in doctoral education, suggesting the need for integrated approaches that combine supportive mentorship with targeted psychological interventions. Supervisor Support Academic Procrastination Impostor Syndrome Neuroticism Chinese Doctoral Students Figures Figure 1 1.0 Introduction In the field of higher education, mental health and academic performance of both undergraduate and postgraduate students have consistently garnered attention from researchers, especially in countries witnessing a substantial surge in student enrolment. For example, in China, according to data released by the Ministry of Education, doctoral program admissions reached 125,800 students in 2021; by 2023, this number had increased to 153,300, representing a 32% growth in just three years [ 1 ]. This significant growth trend has been accompanied by an increase in academic pressure and psychological challenges faced by doctoral students. These challenges manifest in various forms of academic difficulties and psychological distress, with academic procrastination emerging as a particularly concerning behavioral pattern that significantly impacts doctoral students' progress and well-being. Unlike undergraduate students, doctoral students face a more specialized academic environment with distinct challenges. Doctoral education no longer relies on structured curriculum, but instead requires students to possess high levels of autonomy, independent research capabilities, and academic innovative thinking [ 2 ]. Doctoral students are expected to become experts in their research fields, capable of independently designing and executing research projects, writing high-quality academic papers, participating in international academic exchanges, and making original contributions to the body of knowledge [ 3 ]. These high expectations subject doctoral students to greater psychological pressure and academic burdens compared to undergraduates. Doctoral students typically need to complete a series of complex and challenging academic tasks, including but not limited to: writing research proposals, conducting literature reviews, designing experimental methods, collecting and analyzing data, writing academic papers, attending academic conferences, applying for research funding, and preparing doctoral dissertations and defenses. These tasks often need to be completed under supervisor guidance, making supervisor support a key factor affecting doctoral students' academic progress and psychological well-being [ 4 ]. Although extensively studied in undergraduate contexts, academic procrastination (AP) presents unique challenges and complexities at the doctoral level that remain underexplored. AP, defined as the behavior where students unnecessarily delay completing academic tasks, requires distinct theoretical frameworks and intervention approaches when manifested in doctoral education. While existing research has established AP as a significant factor affecting students' academic performance and psychological well-being, several critical gaps persist in our understanding of this phenomenon among doctoral students. First, the interplay between AP and doctoral-specific factors such as supervisor relationships remains understudied. Second, the role of cultural and institutional contexts in shaping AP behaviors needs further investigation, particularly in rapidly expanding educational systems like China's. Third, the psychological mechanisms underlying AP in high-achieving doctoral students are not fully understood. In this study, AP refers specifically to the procrastination behavior exhibited by doctoral students in their academic tasks [ 5 ]. Procrastination, more generally, is defined as the act of delaying scheduled activities despite awareness of its negative consequences [ 6 ]. Research has documented adverse outcomes such as reduced learning efficiency, lower academic self-esteem, and increased academic stress [ 7 ]. Additionally, AP can lead to psychological health problems such as anger, anxiety, and guilt [ 8 ]. However, these findings primarily derive from undergraduate populations, leaving a significant gap in our understanding of how these effects manifest in the unique context of doctoral education. 1.1 Supervisor Support and Academic Procrastination Despite extensive research on AP, recent research on Chinese graduate students has revealed complex relationships between AP and various academic and psychological factors. While multiple studies with large Chinese graduate student samples have consistently found that supervisor-student relationships significantly influence academic procrastination [ 9 ], [ 10 ], research focusing exclusively on doctoral students is notably limited. Particularly in the Chinese cultural context, where respect for authority and elders is emphasized, supervisors' ethical leadership and supportive relationships have been shown to negatively correlate with students' procrastination behaviors through various mechanisms, including academic self-efficacy and learning adaptation [ 9 ]. Research has also identified that stress perception, inadequate mentorship, and anxiety about future career prospects are significant contributors to AP among Chinese graduate students [ 10 ], [ 11 ]. The influence of supervisor support on doctoral students' procrastination behavior is particularly important because, compared to undergraduates, doctoral students' academic tasks rely more heavily on supervisor requirements and guidance [ 4 ]. Doctoral students need to complete their research work under supervisor supervision, making the supervisor-student relationship a key factor influencing their academic behavior. Supervisors' attitudes, expectations, and support profoundly influence students' academic behavior [ 9 ]. Doctoral supervisors are not merely disseminators of knowledge but are also responsible for motivating students and guiding them to become independent researchers. They possess comprehensive theoretical and practical expertise that helps students achieve their research goals [ 10 ]. Effective supervisor support (SS), including regular and constructive feedback, emotional encouragement, and professional guidance, can alleviate stress and anxiety related to academic work, thereby reducing procrastination tendencies [ 12 ]. While previous research on academic procrastination has primarily focused on its impact on students' well-being and academic performance, emerging evidence suggests that social factors, particularly supervisor support, play a crucial role in shaping procrastination behaviors. This social dimension of procrastination is especially relevant in the Chinese doctoral education system, which is characterized by a "single supervisor model," where the supervisor bears the primary responsibility for the scientific training of postgraduate students, providing them with adequate support and assistance [ 13 ]. Supervisor support, as a protective factor, may influence doctoral students' academic procrastination through multiple pathways. First, high-quality supervisor support can help doctoral students overcome obstacles and challenges in research, reducing procrastination caused by academic difficulties. Second, supervisors' emotional support and recognition can enhance doctoral students' confidence and sense of belonging, diminishing the impact of impostor syndrome and consequently reducing procrastination behavior. Third, structured guidance and regular feedback from supervisors can help doctoral students establish more effective time management and work habits, directly reducing procrastination behavior [ 13 ]. However, the effectiveness of supervisor support may be moderated by individual psychological factors, such as impostor syndrome and neurotic personality traits. This supervisor-student dynamic relationship may operate through various psychological mechanisms, including impostor syndrome as a mediator and neuroticism as a moderator, indicating complex interactions between social support and individual psychological factors. 1.2 Mediating role of Impostor Syndrome Impostor Syndrome (IS) is another key psychological factor related to AP, especially among doctoral students. IS is defined as a psychological pattern where individuals doubt their accomplishments and fear being exposed as a "fraud" [ 14 ]. Despite evident achievements, individuals with IS often feel undeserving of success and attribute it to external factors such as luck rather than their own abilities [ 14 ], [ 15 ]. This phenomenon is particularly prevalent among high-achievers, including doctoral students, as their dissatisfaction with their own abilities increases pressure to meet high expectations [ 16 ]. Research indicates that doctoral students are particularly susceptible to experiencing IS, primarily due to: (1) the highly competitive environment of doctoral education, (2) constant comparison with peers and supervisors, (3) ongoing questioning of academic abilities and contributions, and (4) fear of "not being good enough" [ 9 ]. These factors make doctoral students more prone to self-doubt and insecurity when facing academic challenges. Recent empirical studies have unveiled the complex relationship between IS and academic performance. Studies have consistently demonstrated a significant positive correlation between IS and AP [ 17 ]. Addressing these feelings of IS could significantly help students build confidence and resilience, reducing their feelings of self-doubt and fraudulence [ 18 ]. The mediating role of IS in academic contexts has been well-documented through various research studies. Liu et al. [ 19 ] demonstrated that IS serves as a critical mediating factor in psychological processes, particularly in relation to perfectionism and depressive symptoms. Their longitudinal study of 1,865 college students revealed that IS can act as a significant psychological mechanism through which individuals internalize and process their academic experiences. Li et al. [ 20 ] extended this understanding by demonstrating how IS can serve as a mediating factor in broader psychological and professional contexts, illustrating its potential to impact various aspects of individual performance and well-being. Research has shown that supervisor support plays a crucial role in managing IS symptoms. Pervez et al. [ 21 ] found that management doctoral students are at greater risk of experiencing IS, with social support playing a crucial role in mitigating its negative effects. More importantly, Slimi et al. [ 22 ] provided further empirical evidence, revealing a noteworthy negative correlation between supervisor empathy and IS, with each unit increase in empathy correlating with a 0.122-unit decrease in IS symptoms. This finding underscores the potential of supportive academic environments in addressing IS-related challenges. Supervisor support can help doctoral students overcome IS through multiple approaches: (1) providing positive recognition and specific feedback to help students build authentic academic confidence, (2) creating psychologically safe environments where students can share their insecurities without fear of judgment, (3) normalizing failures and challenges in the academic process to reduce "impostor" feelings, and (4) providing structured guidance and clear expectations to reduce uncertainty and self-doubt [ 22 ]. These supportive strategies may be key to reducing doctoral students' procrastination behaviors as they directly address the underlying psychological barriers that lead to procrastination. 1.3 Moderating role of Neuroticism Neuroticism, a key dimension of the Big Five personality traits, is characterized by emotional instability, anxiety, and heightened sensitivity to negative stimuli. Previous research has shown that high neuroticism correlates strongly with mental disorders such as depression and anxiety [ 23 ]. Other studies have linked neuroticism to poor outcomes in interpersonal relationships [ 24 ]. These findings underscore the importance of neuroticism in psychological research, particularly regarding its influence on mental health and behavioral tendencies. Research has consistently demonstrated the significant role of neuroticism in academic contexts. Studies have found that neuroticism is positively associated with academic procrastination, with evidence showing it to be one of the strongest personality predictors of procrastination behaviors [ 25 ]-[ 27 ]. The relationship appears to be particularly robust, with neuroticism showing the strongest unique prediction of academic procrastination (β = 0.23) among personality traits [ 28 ]. This strong association suggests that neuroticism may play a crucial role in how doctoral students manage their academic tasks and respond to academic support. Moreover, neuroticism has been found to significantly moderate how individuals perceive and respond to social support. Individuals with high neuroticism tend to show different patterns of response to support interventions compared to those with low neuroticism [ 29 ]. This moderating effect is particularly evident in stress-response relationships, where research has shown that individuals with high neuroticism are more prone to developing negative cognitive patterns, such as rumination, when faced with academic stress [ 30 ]. Such findings suggest that doctoral students with different levels of neuroticism may respond differently to supervisor support. The moderating role of neuroticism in support effectiveness has been further evidenced by recent studies. Research has demonstrated that high levels of neuroticism can compromise the beneficial effects of support resources and emotional intelligence on academic outcomes [ 29 ]. Specifically, individuals with high neuroticism tend to exhibit heightened sensitivity to environmental stressors and may process supportive interactions differently from their low-neuroticism counterparts [ 27 ], [ 28 ]. However, while these relationships have been established in general academic contexts, there remains a notable gap in understanding how neuroticism specifically moderates the relationship between supervisor support and academic procrastination among doctoral students. Given that neuroticism influences both the perception of support and procrastination tendencies, it is reasonable to hypothesize that it may moderate the effectiveness of supervisor support in reducing academic procrastination. This moderation may manifest through differential responses to supervisor support, where highly neurotic individuals might show reduced benefit from supervisory interventions due to their tendency to experience negative affect and heightened stress reactivity. Understanding this moderating effect could provide valuable insights for tailoring supervisory approaches to students with different personality traits. 1.4 Theoretical Framework Social support theory proposes that supportive interpersonal relationships serve as crucial resources that can enhance individual well-being and performance outcomes [ 31 ]. The theory suggests that different forms of support, including emotional support (care and encouragement), instrumental support (tangible assistance), and informational support (guidance and advice), work together to help individuals cope with challenges and achieve their goals [ 31 ], [ 32 ]. Research has demonstrated that social support can serve both direct effects by providing necessary resources and buffering effects by protecting individuals against the negative impacts of stress [ 30 ]. The buffering effect of social support has been well-documented in academic contexts. Studies have found that social support particularly benefits individuals facing challenges, serving as a protective factor in the relationship between stress and academic performance [ 33 ]. This buffering mechanism suggests that social support may help doctoral students cope with academic demands and reduce procrastination behaviors. Furthermore, social support has been identified as a crucial factor in addressing impostor syndrome. Recent research has demonstrated that social support can effectively buffer the negative impacts of impostor syndrome [ 34 ], [ 35 ]. In the doctoral education context, supervisor support represents a vital source of such social support, potentially helping students overcome impostor feelings and associated behavioral issues such as procrastination. However, the effectiveness of social support can vary depending on individual characteristics. Research has indicated that the impact of stress and support on academic performance is influenced by individual differences in stress appraisal [ 36 ]. Similarly, studies have found that the effects of social support vary across different contexts and individual situations [ 37 ], suggesting that personality traits like neuroticism may influence how individuals perceive and utilize supervisor support. Based on social support theory and previous empirical evidence, we propose a conceptual framework (see Fig. 1 ) to examine how supervisor support influences academic procrastination among doctoral students. Drawing from the theory and existing literature, we propose that supervisor support may directly reduce academic procrastination and impostor syndrome. Additionally, impostor syndrome may serve as a mediating mechanism through which supervisor support affects academic procrastination. Moreover, considering the individual differences in support perception and utilization, we propose that neuroticism may not only directly influence academic procrastination but also moderate the relationship between supervisor support and academic procrastination. This leads to the following hypotheses: H1: Supervisor support is negatively related to academic procrastination. H2: Supervisor support is negatively related to impostor Syndrome. H3: Impostor syndrome is positively related to academic procrastination. H4: There is a significant mediating effect of impostor syndrome on the relationship between supercisor support and academic procrastination. H5: Neuroticism is positively related to academic procrastination. H6: There is a significant moderating effect of neuroticism on the relationship between supercisor support and academic procrastination. 2.0 Method 2.1 Participants and Procedure This study employed a mixed-methods approach under the sequential explanatory design [ 38 ], with a quantitative phase followed by a qualitative phase. This design not only allows researchers to identify statistical relationships but also enables a deeper understanding of underlying mechanisms through subsequent qualitative exploration. This mixed-methods approach is particularly suitable for the present study, as we aim not only to test relationships between variables in the hypothesized model but also to understand the complex psychological processes behind these relationships. In this study, quantitative data provided an overall picture of relationships between variables, while qualitative data offered rich contextual information to explain how these relationships manifest in doctoral students' actual experiences. Data integration adopted an "explanatory follow-up" strategy, using qualitative data to explain and expand upon quantitative findings [ 39 ]. The quantitative phase involved a total of 962 Chinese doctoral students recruited through convenience sampling. Participants completed an online survey via the Wen Juan Xing platform, a widely used survey platform in China. The research team collaborated with doctoral students, faculty members, and heads of relevant institutions to facilitate distribution. Clear instructions regarding the study's purpose and assurances of confidentiality and anonymity were provided to all participants, following established guidelines for ethical research conduct. For the qualitative phase, 57 participants who had completed the quantitative survey were purposively selected based on their quantitative responses, particularly focusing on those with varying levels of impostor syndrome and academic procrastination. This purposive sampling approach was adopted to ensure the inclusion of participants with diverse experiences, allowing for a comprehensive understanding of the relationships between the research variables [ 39 ]. These semi-structured interviews were designed to explore participants' personal experiences and perceptions regarding supervisor support, impostor syndrome, and academic procrastination, providing rich contextual data to complement and deepen the quantitative findings. 2.2 Instrumentation for Quantitative Phase In the quantitative phase, SS in this study utilized the Need Support Scale (NSS) [ 40 ] for measurement. This scale assesses the level of support provided by supervisors to doctoral students in completing their doctoral studies. It encompasses three distinct dimensions: Involvement (INV), Autonomy (AUTO), and Structure (STRU). The original scale demonstrated good internal consistency, with α = 0.84 for INV, α = 0.62 for AUTO, and α = 0.85 for STRU. The test-retest reliabilities for these dimensions were respectively 0.68, 0.64, and 0.67 [ 40 ]. In this study, the Cronbach's alpha coefficient was 0.936. The Neuroticism of personality trait was assessed using the widely-utilized Big Five Inventory-Neuroticism Subscale (BFI-N) [ 41 ]. This study measured the doctoral students' experiences of negative emotions such as anxiety, self-doubt, mood swings, and stress. In the original scale, Cronbach's alpha values for the five dimensions ranged from 0.75 to 0.90 across different samples, indicating good internal consistency. The test-retest correlation coefficients were also generally high, ranging from 0.80 to 0.90 [ 41 ]. In this study, the Chinese version of the BFI-N showed a Cronbach's alpha coefficient of 0.912. To enhance participant response rates, researchers employed the Short Clance Impostor Phenomenon Scale (CIPS-10) [ 42 ], a condensed version of the Clance IP Scale [ 43 ]. The questionnaire, adapted to suit the context of doctoral students, comprised ten items and utilized a Likert scale ranging from 1 (Never) to 5 (Always). The original scale's internal consistency reliability was very high, with an Alpha value of 0.93 [ 42 ]. In our study, the Cronbach's alpha coefficient was 0.919. The Behavioral and Emotional Academic Procrastination Scale (BEAPS) [ 44 ] was used to measure AP. The questionnaire included three items to assess delays in the initiation process of doctoral students' research-related tasks. In the original scale, the internal consistency of each factor ranged from 0.86 to 0.89. The test-retest reliability was 0.62 and 0.52, suggesting that BEPS is quite stable over time. In this study, the Cronbach's alpha coefficient was 0.889. The quantitative data were analyzed using SmartPLS 4.0 to conduct Structural Equation Modeling (SEM). This method allows for detailed examination of direct, mediating, and moderating effects, aligning with the study's hypotheses. SEM was particularly suitable for testing the complex relationships proposed in this research, providing robust statistical validation for the hypothesized models. To test the mediating effect of impostor syndrome, following the recommendations of Preacher and Hayes [ 45 ], [ 46 ], we employed a bias-corrected bootstrap method with 10,000 resamples. This method makes no assumptions about the sampling distribution of indirect effects and is appropriate for testing the significance of mediation paths. Additionally, to assess the moderating effect of neuroticism, we used the interaction term approach in SmartPLS, estimating the moderation effect by calculating the product term between neuroticism and supervisor support [ 47 ]. 2.3 Instrumentation and Procedure for Qualitative Phase The qualitative phase employed semi-structured interviews to explore and contextualize the quantitative findings, following the sequential explanatory design principles [ 38 ], [ 39 ]. The interviews were designed to deepen our understanding of why supervisor support showed limited direct impact on academic procrastination and how impostor syndrome mediates this relationship. The interview protocol consisted of open-ended questions that encouraged participants to share their experiences in detail. The main questions focused on participants' experiences with supervisor support (e.g., "How would you describe your supervisor's support style?" "Could you provide specific examples of how your supervisor supports your academic work?"), their feelings of impostor syndrome (e.g., "Could you describe a situation where you felt like an impostor in your doctoral studies?" "How do you typically react to academic achievements?"), their academic procrastination behaviors (e.g., "How often do you find yourself delaying your academic tasks?" "What typically causes you to procrastinate on your research work?"), and their emotional responses to academic stress (e.g., "How do you usually react to academic setbacks?" "What strategies do you use to manage academic anxiety?"). While following the prepared interview protocol, researchers also used follow-up questions to encourage participants to provide specific examples and more detailed explanations of their experiences. A purposive sample of 57 participants was selected from the quantitative phase participants, representing diverse levels of impostor syndrome and procrastination behaviors. The selection criteria ensured representation of different demographic backgrounds and varying experiences with supervisor support. Each interview lasted approximately 60–90 minutes and was conducted in Chinese. All interviews were audio-recorded with participants' consent and later transcribed verbatim for analysis. The data analysis process followed Braun and Clarke's framework for thematic analysis [ 48 ], utilizing NVivo 15.0 software to organize and code the data. The coding process began with detailed open coding to identify key concepts and patterns in participants' responses. This was followed by focused coding to develop broader themes that captured the essential aspects of participants' experiences. To establish coding reliability, two researchers independently coded a subset of the transcripts, comprising twenty percent of the total data. Regular meetings were held to discuss and resolve any coding discrepancies, ultimately achieving an inter-rater reliability of 90%. The trustworthiness of the qualitative data was ensured through multiple verification strategies [ 48 ]. Participants were invited to review their interview transcripts and preliminary interpretations to confirm the accuracy of the representations. Regular peer debriefing sessions were conducted with colleagues not directly involved in the study to challenge assumptions and explore alternative interpretations. The research process and analytical decisions were thoroughly documented to maintain transparency and enable replication. The integration of quantitative and qualitative findings enhanced the validity of the overall research conclusions [ 38 ]. Throughout the analysis, particular attention was paid to cultural and contextual factors specific to Chinese doctoral education, ensuring that the interpretation of findings remained culturally sensitive and contextually relevant. 3.0 Quantitative Results 3.1 Data Screening and Descriptive Analysis After removing 10 responses for straight-line answering and 2 for being outliers, a total of 12 invalid questionnaires were discarded. Consequently, 962 questionnaires were used for descriptive statistical analysis. Based on the analysis results, the proportion of female participants was 66.11% (636 participants), while males constituted 33.68% (324 participants), with the remaining 0.21% (2 participants) opting for non-binary gender options. Age-wise, the majority of participants were between 26 and 30 years old, accounting for 46.82% (451 participants). Additionally, 38.05% (366 participants) were aged 31 to 40, followed by those under 25 years at 8.94% (86 participants), and those aged 41 years and above at 2.39% (23 participants). Regarding IS, as measured by the CIPS-10 standard, 37.55% (361 participants) of the doctoral students experienced moderate levels of IS, while 31.23% (300 participants) frequently experienced IS. Among those frequently experiencing IS, a higher proportion were female, accounting for 72.33% (217 participants). Furthermore, 11.39% (110 participants) reported intense IS experiences, with women comprising 78.18% (86 participants) of this group. Only 19.83% (191 participants) reported little to no experience with IS. These findings underscore the significant prevalence of IS among Chinese doctoral students, with female participants disproportionately affected at both frequent and intense levels. This highlights the importance of addressing IS as a critical psychological factor impacting academic behaviors, particularly among women in doctoral programs. 3.2 Common Method Variance In this study, the potential issue of common method variance (CMV) arises because both independent and dependent variables were collected simultaneously from the same respondents [ 49 ]. The single common method factor approach was used to control for CMV. The PLS marker variable method was adopted to create a method factor. Initially, seven items not included in the test model but collected in the same survey were selected as marker indicators [ 50 ]. These marker indicators were then used as exogenous variables to predict each endogenous variable in the predictive model, thereby creating a method factor. Finally, upon comparing the method factor model with the baseline model, it was found that significant paths in the baseline model remained significant in the method factor model, leading to the conclusion that there was no CMV issue with the data. 3.3 Data Analysis The minimum sample size for the study was determined using G Power software [ 51 ]. Given that the model included up to four predictors, the effect size was set to medium (0.15), with a required power of 0.80 and an α level of 0.05. Based on these calculations, each group needed to consist of 129 respondents. Therefore, the sample size of 962 Chinese doctoral students was sufficient for data analysis. 3.3.1 Measurement Model Following Anderson and Gerbing's recommendation, the model was tested using a two-step approach [ 52 ]. First, the measurement model was tested to assess the validity and reliability of the instruments used, as per the guidelines by Hair et al. [ 47 ], and then the structural model was run to test the developed hypotheses. For the measurement model, loadings, Average Variance Extracted (AVE), and Composite Reliability (CR) were evaluated. Loadings should be ≥ 0.5, AVE should be ≥ 0.5, and CR should be ≥ 0.7. As shown in Table 1 , all AVEs were above 0.5 and CRs were above 0.7. The loadings were also acceptable, with only one loading less than 0.708 [ 47 ]. Table 1 Measurement Model First Order Constructs Items Loadings AVE CR Supervisor Support INV1 0.941 0.875 0.965 INV2 0.918 INV3 0.943 INV4 0.939 AUTO1 0.756 0.601 0.819 AUTO2 0.749 AUTO3 0.820 STR1 0.925 0.876 0.966 STR2 0.941 STR3 0.939 STR4 0.938 Neuroticism NEU1 0.759 0.621 0.929 NEU2 0.780 NEU3 0.822 NEU4 0.711 NEU5 0.863 NEU6 0.716 NEU7 0.792 NEU8 0.845 Impostor Syndrome IS1 0.733 0.580 0.932 IS2 0.784 IS3 0.770 IS4 0.808 IS5 0.809 IS6 0.818 IS7 0.742 IS8 0.818 IS9 0.705 IS10 0.732 Academic Procrastination AP1 0.887 0.849 0.931 AP2 0.932 AP3 0.896 In the second step, discriminant validity was assessed using the Heterotrait-Monotrait (HTMT) criterion proposed by Henseler et al. [ 53 ] and updated by Franke and Sarstedt [ 54 ]. The stricter criterion for HTMT values is ≤ 0.85, while the more lenient criterion is ≤ 0.90. As indicated in Table 2 , all HTMT values were below the stricter threshold, suggesting that the respondents perceived the constructs as distinct from each other. Overall, these tests of validity indicate that the measurement items are both valid and reliable. Table 2 Discriminant Validity (HTMT) Constructs 1 2 3 4 1. Supervisory Support 2. Neuroticism 0.181 3. Impostor Syndrome 0.155 0.747 4. Academic Procrastination 0.172 0.567 0.653 3.3.2 Structural Model Based on the recommendations of Hair et al. [ 47 ] and Cain et al. [ 55 ], multivariate skewness and kurtosis were assessed. The results indicated that the collected data were not multivariate normal, with Mardia's multivariate skewness (β = 1.279, p < 0.01) and Mardia's multivariate kurtosis ((β = 25.990, p < 0.01) confirming this. Consequently, following the advice of Becker et al. [ 56 ], a 10,000-sample resampling bootstrapping procedure was used to report the path coefficients, standard errors, t-values, and p-values of the structural model. Additionally, in line with the critique by Hahn and Ang [ 57 ], who argue that p-values are not a robust criterion for testing hypothesis significance, a combination of p-values, confidence intervals, and effect sizes was recommended as standards. Table 3 presents a summary of the standards used to test the proposed hypotheses. In line with the research hypothesis, the influence between predictive factors was examined. Initially, it was found that the relationship between SS and AP was not statistically significant (p = 0.185), thus not supporting H1. Conversely, the impact of SS on IS was negative (β = -0.140) and this relationship was statistically significant (p < 0.05), hence supporting H2. Conversely, IS had a significant positive impact on AP (β = 0.449), and this result was highly significant (p < 0.01), supporting H3. Regarding the moderating variables, Neuroticism was found to be positively related to AP (β = 0.199), and this result was significant (p < 0.01), therefore supporting H5. However, for the interaction of Neuroticism and SS in predicting AP (β = 0.063, p = 0.137), not supported H6, which means that Neuroticism does not moderate the relationship between SS and AP. Table 3 Hypothesis Testing Direct Effects Hyp. Rel. β SE t p 5% 95% f2 H1 SS→AP -0.053 0.060 0.896 0.185 -0.147 0.050 0.004 H2 SS→IS -0.140 0.073 1.932 0.027 -0.261 -0.022 0.020 H3 IS→AP 0.449 0.080 5.591 0.000 0.316 0.578 0.176 H5 NEU→AP 0.199 0.072 2.763 0.003 0.084 0.322 0.034 H6 NEU×SS→AP 0.063 0.058 1.094 0.137 -0.034 0.156 0.007 Note: Use 90%confidence interval with a bootstrapping of 10000 To test the mediation hypothesis, bootstrapping for indirect effects was conducted following the recommendations of Preacher and Hayes [ 45 ], [ 46 ]. A significant mediating effect can be concluded if the confidence interval does not cross zero. As shown in Table 4 , considering the indirect impact of SS on AP through IS, a negative relationship was observed (β = -0.063), which was statistically significant (p < 0.05). This suggests that SS influences AP via the mediating role of IS, exerting a negative impact on AP, lending support to H4. Table 4 Hypothesis Testing Indirect Effects Hyp. Rel. β SE t p 5% 95% H4 SS→IS→AP -0.063 0.036 1..731 0.042 -0.128 -0.009 Note: Use 95%confidence interval with a bootstrapping of 10000 4.0 Qualitative Results To provide a deeper understanding of the relationships identified in the quantitative analysis, semi-structured interviews were conducted with doctoral students. Following the quantitative survey, participants with moderate to high IS scores were purposively invited for follow-up interviews to explore their experiences regarding supervisor support, impostor feelings, and academic procrastination behaviors. A total of 57 participants agreed to participate in online interviews after being briefed about the study's purpose and assured of confidentiality. The interview protocol was developed based on the quantitative findings, with questions focusing on how participants experienced and managed impostor feelings, their interactions with supervisors, and their academic procrastination behaviors. All interviews were conducted online, recorded with participants' consent, and transcribed verbatim for analysis. Using NVivo 15 software, the interview data underwent thematic analysis, revealing three main themes (see Table 5 ). Table 5 Main Themes and Subthemes from Qualitative Analysis Main Themes Subthemes 1 Supervisor Support Dynamics Supportive practices (clear guidance, regular feedback, structured deadlines) Detrimental practices (dismissive interactions, vague feedback, overly critical responses) Impact on task motivation and completion Balance between support and independence 2 Manifestations of Impostor Syndrome Response to constructive support (validation, confidence building) Impact of critical feedback Reactions to excessive supervision Relationship between recognition and self-doubt 3 Neuroticism's Influence on Academic Experience Anxiety-driven procrastination Perfectionism and task avoidance Response to structured guidance Persistence of self-doubt despite support 4.1 The Impact of Supervisor Support on Academic Procrastination and Impostor Syndrome 4.1.1 Supervisor Support as a Motivator for Academic Task Completion Supervisor support plays a complex role in shaping doctoral students' academic behaviors, particularly academic procrastination. Positive supervisory relationships were consistently described as a source of motivation and accountability, while perceived neglect or criticism often led to uncertainty and delays in task initiation. Participants' experiences reflected a spectrum of support, ranging from highly constructive to dismissive or absent, highlighting both the potential benefits and challenges of supervisor influence. Several participants emphasized the motivational role of clear guidance and regular feedback. One participant shared: "My supervisor always sets clear deadlines and gives helpful feedback whenever we meet. It keeps me on track because I know exactly what they expect from me." Such practices align with recent findings that supervisors who provide structured support and regular feedback promote academic resilience and task engagement among postgraduate students. By offering clarity and direction, supervisors help reduce the cognitive load associated with task ambiguity, a key driver of procrastination. However, a substantial number of participants reported dismissive or critical interactions that left them feeling unsupported. One doctoral student reflected: "Whenever I approach my supervisor with a problem, they say, ‘How can you not know this? You're a PhD student!' It makes me feel lost and hesitant to ask for help again." Such negative interactions often discouraged students from seeking further guidance, leading to feelings of isolation and procrastination. Recent research highlights that overly critical or vague feedback can undermine self-efficacy, a critical predictor of academic productivity [ 58 ]. Another participant expressed frustration with a lack of actionable advice: "When the feedback is vague, it feels like I'm left to figure everything out on my own. I start second-guessing myself and end up putting things off because I'm not sure if I'm heading in the right direction." Despite these dynamics, many participants acknowledged that procrastination often stemmed from their own habits and thought patterns, rather than external factors such as supervisor support. One participant noted: "No matter how much my supervisor pushes me or sets deadlines, I still find ways to delay things until the very last moment. It's not about them-it's my own struggle to stay focused I think." Another participant shared a similar perspective: "Even if I know what's expected, I sometimes can't help but procrastinate. I'll find excuses or other tasks to justify putting things off. It's not something my supervisor can fix for me, but I need to work on myself." These reflections underscore the inherent limitations of external support in addressing procrastination, a behavior deeply rooted in self-regulation challenges. While effective supervision can provide essential structure, clarity, and motivation, the ultimate responsibility for task initiation and completion lies with the individual student. Research by Steel and Klingsieck [ 59 ] highlights that procrastination is often driven by internal cognitive and emotional patterns, such as perfectionism, fear of failure, or low self-efficacy, which external interventions like supervisor support may not fully mitigate. This suggests that strategies to combat procrastination should not solely focus on external factors, such as improved feedback or supervisory practices, but also include interventions targeting students' personal habits, emotional regulation, and cognitive patterns [ 60 ]. The findings also underline the dual-edged nature of supervisor support. On one hand, clear and constructive guidance can act as a significant motivator, providing doctoral students with the direction and confidence needed to complete academic tasks. On the other hand, dismissive or vague feedback can exacerbate procrastination by amplifying uncertainty and self-doubt, aligning with prior studies on the detrimental impact of inconsistent supervisory practices [ 58 ]. Despite this, procrastination often persists as a self-driven behavior, relatively unaffected by external influences like supervisor support. This reinforces the importance of fostering self-regulation skills, such as time management, realistic goal setting, and resilience, to help students address procrastination more effectively. As Steel argues, addressing procrastination requires a multifaceted approach that combines external guidance with internal behavioral adjustments, providing a more holistic pathway to academic success [ 61 ]. 4.1.2 The Role of Supervisor Support in Reducing Impostor Syndrome Supervisor support emerged as a significant factor in influencing IS among doctoral students. Constructive interactions with supervisors often helped alleviate self-doubt, while critical or overly intense interactions sometimes exacerbated it. Participants frequently highlighted how constructive and supportive supervisors helped reduce feelings of self-doubt. One participant remarked: " When I feel unsure, their reminders about my progress and achievements make a big difference—it helps me believe I belong here." These positive interactions align with findings by Sverdlik et al. [ 58 ], which suggest that supervisors who provide clear, constructive feedback and validate their students' efforts foster greater academic confidence. Recognition of accomplishments helps counteract the persistent fear of being exposed as a "fraud" commonly associated with IS. Conversely, participants noted that overly critical supervisors or a lack of acknowledgment heightened their IS. One participant explained: "When my supervisor only points out flaws and doesn't acknowledge what I've done right, it's disheartening. It makes me question whether I'm capable and whether I should even be in the program." This reflects research suggesting that negative feedback, when not balanced with positive reinforcement, can undermine students' self-perception and exacerbate impostor-like feelings. Such interactions often lead students to internalize these experiences as personal failures rather than systemic challenges. Interestingly, some participants shared that excessive attention from their supervisors could also amplify IS. One participant shared: "Sometimes, my supervisor's frequent check-ins and high expectations feel overwhelming. Instead of feeling supported, I start doubting whether I can meet their standards, and that stress makes it hard to focus." This observation adds nuance to the understanding of supervisory relationships. While engagement is generally beneficial, over-monitoring or perceived high expectations may unintentionally heighten IS by creating additional pressure to perform. This phenomenon highlights the importance of maintaining a balance between providing support and fostering independence. While supervisor support has the potential to reduce IS, its impact is not uniformly positive. Supportive practices that acknowledge accomplishments and provide constructive feedback help build confidence and mitigate IS. However, dismissive or overly critical supervision, as well as excessive monitoring, may exacerbate self-doubt and heighten IS. These findings emphasize the need for tailored supervisory approaches that account for individual student needs [ 62 ]. 4.2 Emotional Responses to Supervisor Support Among Doctoral Students with Neuroticism 4.2.1 Neuroticism as a Driver of Academic Procrastination Participants with higher levels of neuroticism consistently reported a greater tendency to procrastinate, often due to heightened anxiety and fear of failure. One participant shared: "Before starting any task, I think about all the ways it could go wrong. The more I overthink, the more I feel paralyzed, and I end up putting it off." This reflects that neurotic individuals are more likely to procrastinate due to their tendency to ruminate on potential negative outcomes. Their heightened emotional responses to perceived challenges exacerbate avoidance behaviors, leading to significant delays in task initiation. Another participant explained: "If I'm not completely confident in what I'm doing, I can't start. I keep waiting for the ‘perfect' moment, but it rarely comes." The pursuit of perfection, coupled with fear of making mistakes, reinforces procrastination as a short-term coping mechanism, albeit one with long-term negative consequences. Steel and Klingsieck [ 61 ] argue that this perfectionistic mindset, common among neurotic individuals, leads to decision paralysis and avoidance behaviors that hinder academic performance. While neuroticism undoubtedly contributes to procrastination, it is important to examine its interaction with external factors, such as the role of supervisors or institutional resources. For instance, structured guidance and empathetic feedback could potentially reduce the negative impacts of neuroticism, helping students focus on task completion rather than potential failures [ 63 ]. However, the data suggests that internal cognitive and emotional barriers are often too entrenched for external support to fully mitigate. This highlights the need for targeted interventions, such as cognitive-behavioral training or stress management workshops, to help neurotic students develop healthier coping strategies. 4.2.2 Neuroticism in the Context of Supervisor Support and Academic Procrastination Although supervisor support positively influences many students, participants with high neuroticism described mixed outcomes. For some, supportive supervisors helped alleviate their stress and reduce procrastination. A participant remarked: "When my supervisor breaks tasks into smaller steps, it helps me feel less anxious and makes it easier to get started. That kind of structure really works for me." This highlights the potential of structured and empathetic supervision to address some of the challenges faced by neurotic students. By reducing ambiguity and breaking down complex tasks, supervisors can mitigate the cognitive overload often experienced by individuals with high neuroticism. However, for others, neurotic tendencies appeared to overshadow the benefits of supervisor support. One participant explained: "Even when my supervisor gives me clear instructions, I overthink every detail. I'm constantly doubting myself, and their support doesn't fully ease that." This reflects a broader challenge in supporting neurotic students, as their heightened self-doubt and tendency to ruminate can undermine their ability to internalize or act on even the most constructive feedback. According to Sverdlik et al. [ 58 ], neuroticism amplifies emotional distress and self-critical thinking, which diminishes the effectiveness of external interventions like supervisor support. These findings may help explain why neuroticism does not moderate the relationship between supervisor support and academic procrastination (H6). While supportive supervisors can reduce some barriers to task completion, the deeply internalized nature of neurotic individuals' self-doubt and overthinking often requires more than external guidance to overcome. This underscores the importance of complementing supervisor support with targeted interventions, such as cognitive-behavioral strategies or stress management programs, to help neurotic students develop healthier coping mechanisms. 5.0 Discussion 5.1 Relationship between Supervisor Support and Academic Procrastination Quantitative results revealed that the direct relationship between supervisor support and academic procrastination was not significant (β = -0.053, p = 0.185). This unexpected finding challenges previous research hypotheses and contradicts some expectations of social support theory. According to social support theory [ 31 ], supportive relationships should serve as crucial resources that enhance individual performance outcomes. However, the present study's results indicate that supervisor support does not directly reduce academic procrastination among doctoral students. This finding can be explained from multiple perspectives. First, Bandura's social learning theory suggests that although supervisors can provide behavioral models, these external supports may not directly address personal drivers of procrastination, such as self-regulation deficits or intrinsic motivation [ 64 ]. Hen's research supports this view, indicating that academic procrastination is often closely related to internal cognitive and emotional processes rather than being solely influenced by external factors [ 65 ]. The qualitative data from this study further confirms this explanation, as one participant stated: "No matter how my supervisor pushes me or sets deadlines, I still find ways to delay things until the very last moment. It's not about them—it's my own struggle to stay focused." Second, the unique cultural and structural factors of the Chinese academic environment may influence the effectiveness of supervisor support. Xu et al.'s research shows that Chinese doctoral students face intense pressure for academic output and identity recognition, which may override the direct impact of supervisor support [ 66 ]. This academic pressure was reflected in the qualitative interviews, with multiple participants describing the pressure and self-doubt they felt despite supervisor support. Additionally, the hierarchical nature of Chinese academic relationships may affect how different types of support are perceived and utilized. These culture-specific factors may explain why supervisor support cannot directly reduce academic procrastination. It is worth noting that this non-significant relationship does not imply that supervisor support is valueless to doctoral students. On the contrary, this study found that supervisor support indirectly affects academic procrastination by alleviating impostor syndrome, indicating that its mechanism of action is more complex than initially hypothesized. This finding emphasizes the importance of understanding how supportive interventions work by changing psychological states rather than directly changing behavior. 5.2 Mediating Role of Impostor Syndrome The quantitative analysis of this study confirmed the significant mediating effect of impostor syndrome in the relationship between supervisor support and academic procrastination (β = -0.063, p < 0.05). This result supports hypothesis 4, indicating that supervisor support indirectly reduces academic procrastination by alleviating impostor syndrome. Specifically, supervisor support was significantly negatively correlated with impostor syndrome (β = -0.140, p < 0.05), while impostor syndrome was significantly positively correlated with academic procrastination (β = 0.449, p < 0.01). This mediating effect is consistent with the buffering effect expectation of social support theory, which emphasizes that social support can alleviate psychological stress [ 31 ]. Wang and Li's research indicates that Asian students, especially those in high-achieving academic environments, report higher levels of impostor syndrome compared to their Western counterparts [ 67 ]. This cultural difference was reflected in this study's sample, where 42.62% of doctoral students reported frequent or intense experiences of impostor syndrome, with a higher proportion of women. Qualitative data deepened the understanding of this mediating mechanism. Interview participants described how positive feedback from supervisors helped them overcome self-doubt. One participant stated: "When I feel uncertain, my supervisor's reminders about my progress and achievements make a big difference—it helps me believe I belong here." This validating experience aligns with Cheung and Cheng's research on cognitive-behavioral mechanisms in impostor syndrome, which found that positive feedback can reshape self-perception, reducing rumination and self-deprecation associated with impostor feelings [ 68 ]. However, the qualitative analysis also revealed the dual nature of supervisor support. While constructive support can alleviate impostor feelings, excessive criticism or lack of recognition can exacerbate these feelings. As one participant said: "When my supervisor only points out flaws and doesn't acknowledge what I've done right, it's disheartening. It makes me question whether I'm capable and whether I should even be in the program." This suggests that the quality and type of supervisor support, rather than merely its existence, are crucial for alleviating impostor syndrome. Furthermore, qualitative interviews revealed an interesting phenomenon: excessive attention from supervisors can sometimes intensify impostor syndrome. Participants described how the pressure of high expectations and the discomfort of close supervision exacerbated their self-doubt. This aligns with Chakraverty et al.'s findings that impostor syndrome is often associated with the failure (or perceived failure) to meet high expectations [ 69 ]. This further suggests that support interventions must balance providing guidance with fostering autonomy, especially in cultures like China that emphasize academic authority. These findings support Parkman's argument that addressing impostor syndrome requires multi-level strategies, including structural support and individual cognitive restructuring [ 70 ]. By alleviating impostor syndrome, supervisor support can indirectly but significantly reduce academic procrastination, suggesting that interventions targeting fundamental psychological barriers may be more effective than those directly targeting procrastination behavior. 5.3 Moderating Role of Neuroticism The third major finding of this study concerns the hypothesized moderating role of neuroticism in the relationship between supervisor support and academic procrastination. Quantitative analysis showed that while neuroticism was significantly positively correlated with academic procrastination (β = 0.199, p < 0.01), supporting hypothesis 5, neuroticism did not significantly moderate the relationship between supervisor support and academic procrastination (β = 0.063, p = 0.137), thus not supporting hypothesis 6. This unexpected result requires careful consideration. Social support theory suggests that the effectiveness of support may vary depending on individual characteristics [ 71 ], and previous research indicates that neuroticism influences individuals' perception of and response to support [ 28 ]. However, the results of this study challenge this hypothesis, indicating that the impact of supervisor support on academic procrastination does not significantly differ among doctoral students with different levels of neuroticism. This non-significant moderating effect may reflect multiple potential mechanisms. First, neuroticism, as a stable personality trait, may primarily influence procrastination through internal psychological processes rather than by moderating responses to external support. As Kwon and Weed describe, neurotic individuals tend to experience anxiety, depression, and negative emotions, traits that may directly increase procrastination behavior relatively independently of external support [ 72 ]. The qualitative data from this study supports this explanation, with interview participants describing persistent self-doubt even when receiving supervisor support: "Even when my supervisor gives me clear instructions, I overthink every detail. I constantly doubt myself, and their support doesn't fully ease that." Second, specific cultural factors in the Chinese academic environment may have influenced the moderating role of neuroticism. Wang et al. found that neuroticism interacts with attentional bias and psychological resilience [ 73 ], while Mei et al. demonstrated that its effects are often moderated by gender in Chinese academic contexts [ 74 ]. This suggests that the influence of neuroticism may be embedded in broader sociocultural contexts, making its moderating effect less apparent. Third, neuroticism may influence academic procrastination through impostor syndrome rather than directly through supervisor support. Qualitative data showed that participants with high neuroticism were particularly susceptible to experiencing impostor syndrome, which may serve as a mediating mechanism between neuroticism and procrastination. This is consistent with Dahlberg and Byars-Winston's research, which found that the effectiveness of personalized mentor support is influenced by individual psychological characteristics [ 75 ]. Finally, neuroticism may influence the manner of response to support rather than the overall effect of support. Qualitative interviews revealed that participants with high neuroticism did indeed respond differently to supervisor support, but these differences may be manifested in subjective experiences rather than objective changes in procrastination behavior. This suggests the need for more nuanced assessment methods to capture the complexity of personality-support interactions. Despite the non-significant moderating effect, the strong direct influence of neuroticism on academic procrastination remains significant. This suggests that doctoral students with different levels of neuroticism may need different types of support or supplementary interventions, rather than merely adjusting the amount or frequency of supervisor support. 6.0 Conclusion 6.1 Theoretical and Practical Implications The research found that supervisor support does not directly reduce academic procrastination among doctoral students, but rather exerts an indirect influence by alleviating impostor syndrome. This finding has important implications for social support theory, suggesting that in academic environments, the buffering effect of social support may be more significant than its direct effect. Additionally, cultural context profoundly influences how social support mechanisms operate, which is particularly evident in the Chinese doctoral education system. On a practical level, efforts to reduce academic procrastination among doctoral students should move beyond traditional intervention methods to focus on underlying psychological barriers such as impostor syndrome. Doctoral programs should create environments where students can develop authentic academic identities without fear of judgment. Supervisor training needs to extend beyond technical guidance to enhance the ability to identify and address psychological barriers in students, particularly considering individual differences such as varying levels of neuroticism. Institutional policies should address environmental factors that may trigger procrastination and feelings of impostorism, such as unclear expectations, insufficient feedback, and lack of community support. Especially in the Chinese academic environment, these factors interact with publication pressure and high academic expectations to create unique challenges. Effective interventions should combine targeted supervisor support with mental health resources, self-regulation training, and cognitive-behavioral strategies. 6.2 Limitations and Future Research Directions This study has several limitations. The sample was drawn exclusively from Chinese doctoral students, limiting the cultural generalizability of the results. The cross-sectional research design cannot establish causal relationships, and self-reported data may be subject to social desirability bias. Furthermore, the study did not examine other potential influencing factors, such as peer relationships and departmental culture. Future research should extend to diverse cultural and institutional contexts. Longitudinal designs would help understand causal relationships between variables and their evolution over time. Mixed methods combining objective measurements with subjective reports could provide a more comprehensive understanding of procrastination behaviors. Intervention studies should design differentiated strategies for students with different traits, with particular attention to those with high levels of neuroticism or impostor syndrome. In conclusion, this study challenges traditional approaches to supporting doctoral students, emphasizing the necessity of addressing fundamental psychological barriers rather than focusing solely on surface behaviors. The key lies not in simply increasing the amount of support, but in providing more targeted forms of support that meet individual needs, while recognizing the unique influence of Chinese cultural context on these relationships. Declarations Funding Declaration No funding Clinical Trial Number Clinical trial number: not applicable. Human Ethics and Consent to Participate D eclarations Prior to participation, all participants were duly informed of their rights and responsibilities. The study was conducted in agreement with the guidelines governing research involving human participants, as outlined by the Ethics Committee of Universiti Teknologi Malaysia. Ethics D eclaration The research was ethically approved by the Ethics Committee of Universiti Teknologi Malaysia (approval number: [NC-12-24-152]). Consent to Publish D eclaration Consent to Publish declaration: Not applicable. Consent to Participate Declaration All participants provided electronic informed consent before completing the online questionnaires and participating in the interviews. Competing Interest D eclaration On behalf of all authors, the corresponding author states that there is no conflict of interest. Data availability The quantitative data that support the findings of this study are openly available in figshare at https://figshare.com/s/f0a8c85955bc1b69d4be. 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The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin , 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Rozental, A., & Carlbring, P. (2014). Understanding and treating procrastination: A review of a common self-regulatory failure. Psychology, 5(13), 1488-1502. https://doi.org/10.4236/psych.2014.513160 Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist , 51(1), 36-46. https://doi.org/10.1111/ap.12173 Huet, I., & Casanova, D. (2022). Exploring the professional development of doctoral supervisors through workplace learning: A literature review. Higher Education Research & Development . https://doi.org/10.1080/07294360.2021.1877629 Bai, F., Zhang, F., & Xue, Y. (2025). Mechanisms of Anxiety Among Doctoral Students in China. Behavioral Sciences, 15(2), 105. Bandura, A. (1971). Social Learning Theory. New York: General Learning Press . http://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf Hen M. (2018). Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention. Journal of prevention & intervention in the community , 46(2), 199–212. https://doi.org/10.1080/10852352.2016.1198173 Xu, X., Song, G., Xiao, B., & Lin, S. (2024). The Impact of Research Pressure on Depression Tendency among Chinese Doctoral Students: The Mediating Effect of Familial Financial Support. Behavioral Sciences , 14(8), 662. https://doi.org/10.3390/bs14080662 Wang, Y., & Li, W. (2023). The impostor phenomenon among doctoral students: A scoping review. Frontiers in Psychology , 14, 1233434. https://doi.org/10.3389/fpsyg.2023.1233434 Cheung, J. O. H., & Cheng, C. (2024). Cognitive-behavioral mechanisms underlying impostor phenomenon and depressive symptoms: A cross-cultural analysis. Personality and Individual Differences , 227, 112716. https://doi.org/10.1016/j.paid.2024.112716 Chakraverty, D., Cavazos, J. E., & Jeffe, D. B. (2022). Exploring reasons for MD-PhD trainees' experiences of impostor phenomenon. BMC Medical Education , 22, Article 333. https://doi.org/10.1186/s12909-022-03396-6 Parkman, A. (2016). The imposter phenomenon in higher education: Incidence and impact. Journal of Higher Education Theory and Practice, 16(1), 51-60. Available at: http://www.na-businesspress.com/JHETP/ParkmanA_Web16_1_.pdf Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375. Kwon, S. & Nathan C. Weed. (2024, February 26). neuroticism. Encyclopedia Britannica . https://www.britannica.com/science/neuroticism Wang, M., Li, J., Yan, G., Lei, T., Rong, W., & Sun, L. (2022). The relationship between psychological resilience, neuroticism, attentional bias, and depressive symptoms in college Chinese students. Frontiers in Psychology , 13, 884016. https://doi.org/10.3389/fpsyg.2022.884016 Mei, X., Wang, H., Wang, X., Wu, X., Wu, J., & Ye, Z. (2022). Associations among neuroticism, self-efficacy, resilience and psychological distress in freshman nursing students: a cross-sectional study in China. BMJ open , 12(6), e059704. https://doi.org/10.1136/bmjopen-2021-059704 Dahlberg, M. L., & Byars-Winston, A. (Eds.). (2019, October 30). The science of effective mentorship in STEMM. National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Board on Higher Education and Workforce, Committee on Effective Mentoring in STEMM . National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK552775/ Additional Declarations No competing interests reported. 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For example, in China, according to data released by the Ministry of Education, doctoral program admissions reached 125,800 students in 2021; by 2023, this number had increased to 153,300, representing a 32% growth in just three years [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. This significant growth trend has been accompanied by an increase in academic pressure and psychological challenges faced by doctoral students. These challenges manifest in various forms of academic difficulties and psychological distress, with academic procrastination emerging as a particularly concerning behavioral pattern that significantly impacts doctoral students' progress and well-being.\u003c/p\u003e \u003cp\u003eUnlike undergraduate students, doctoral students face a more specialized academic environment with distinct challenges. Doctoral education no longer relies on structured curriculum, but instead requires students to possess high levels of autonomy, independent research capabilities, and academic innovative thinking [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Doctoral students are expected to become experts in their research fields, capable of independently designing and executing research projects, writing high-quality academic papers, participating in international academic exchanges, and making original contributions to the body of knowledge [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. These high expectations subject doctoral students to greater psychological pressure and academic burdens compared to undergraduates.\u003c/p\u003e \u003cp\u003eDoctoral students typically need to complete a series of complex and challenging academic tasks, including but not limited to: writing research proposals, conducting literature reviews, designing experimental methods, collecting and analyzing data, writing academic papers, attending academic conferences, applying for research funding, and preparing doctoral dissertations and defenses. These tasks often need to be completed under supervisor guidance, making supervisor support a key factor affecting doctoral students' academic progress and psychological well-being [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAlthough extensively studied in undergraduate contexts, academic procrastination (AP) presents unique challenges and complexities at the doctoral level that remain underexplored. AP, defined as the behavior where students unnecessarily delay completing academic tasks, requires distinct theoretical frameworks and intervention approaches when manifested in doctoral education. While existing research has established AP as a significant factor affecting students' academic performance and psychological well-being, several critical gaps persist in our understanding of this phenomenon among doctoral students. First, the interplay between AP and doctoral-specific factors such as supervisor relationships remains understudied. Second, the role of cultural and institutional contexts in shaping AP behaviors needs further investigation, particularly in rapidly expanding educational systems like China's. Third, the psychological mechanisms underlying AP in high-achieving doctoral students are not fully understood.\u003c/p\u003e \u003cp\u003eIn this study, AP refers specifically to the procrastination behavior exhibited by doctoral students in their academic tasks [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Procrastination, more generally, is defined as the act of delaying scheduled activities despite awareness of its negative consequences [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Research has documented adverse outcomes such as reduced learning efficiency, lower academic self-esteem, and increased academic stress [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Additionally, AP can lead to psychological health problems such as anger, anxiety, and guilt [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. However, these findings primarily derive from undergraduate populations, leaving a significant gap in our understanding of how these effects manifest in the unique context of doctoral education.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Supervisor Support and Academic Procrastination\u003c/h2\u003e \u003cp\u003eDespite extensive research on AP, recent research on Chinese graduate students has revealed complex relationships between AP and various academic and psychological factors. While multiple studies with large Chinese graduate student samples have consistently found that supervisor-student relationships significantly influence academic procrastination [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], research focusing exclusively on doctoral students is notably limited. Particularly in the Chinese cultural context, where respect for authority and elders is emphasized, supervisors' ethical leadership and supportive relationships have been shown to negatively correlate with students' procrastination behaviors through various mechanisms, including academic self-efficacy and learning adaptation [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Research has also identified that stress perception, inadequate mentorship, and anxiety about future career prospects are significant contributors to AP among Chinese graduate students [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. The influence of supervisor support on doctoral students' procrastination behavior is particularly important because, compared to undergraduates, doctoral students' academic tasks rely more heavily on supervisor requirements and guidance [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Doctoral students need to complete their research work under supervisor supervision, making the supervisor-student relationship a key factor influencing their academic behavior.\u003c/p\u003e \u003cp\u003eSupervisors' attitudes, expectations, and support profoundly influence students' academic behavior [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Doctoral supervisors are not merely disseminators of knowledge but are also responsible for motivating students and guiding them to become independent researchers. They possess comprehensive theoretical and practical expertise that helps students achieve their research goals [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Effective supervisor support (SS), including regular and constructive feedback, emotional encouragement, and professional guidance, can alleviate stress and anxiety related to academic work, thereby reducing procrastination tendencies [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWhile previous research on academic procrastination has primarily focused on its impact on students' well-being and academic performance, emerging evidence suggests that social factors, particularly supervisor support, play a crucial role in shaping procrastination behaviors. This social dimension of procrastination is especially relevant in the Chinese doctoral education system, which is characterized by a \"single supervisor model,\" where the supervisor bears the primary responsibility for the scientific training of postgraduate students, providing them with adequate support and assistance [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSupervisor support, as a protective factor, may influence doctoral students' academic procrastination through multiple pathways. First, high-quality supervisor support can help doctoral students overcome obstacles and challenges in research, reducing procrastination caused by academic difficulties. Second, supervisors' emotional support and recognition can enhance doctoral students' confidence and sense of belonging, diminishing the impact of impostor syndrome and consequently reducing procrastination behavior. Third, structured guidance and regular feedback from supervisors can help doctoral students establish more effective time management and work habits, directly reducing procrastination behavior [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHowever, the effectiveness of supervisor support may be moderated by individual psychological factors, such as impostor syndrome and neurotic personality traits. This supervisor-student dynamic relationship may operate through various psychological mechanisms, including impostor syndrome as a mediator and neuroticism as a moderator, indicating complex interactions between social support and individual psychological factors.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Mediating role of Impostor Syndrome\u003c/h2\u003e \u003cp\u003eImpostor Syndrome (IS) is another key psychological factor related to AP, especially among doctoral students. IS is defined as a psychological pattern where individuals doubt their accomplishments and fear being exposed as a \"fraud\" [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Despite evident achievements, individuals with IS often feel undeserving of success and attribute it to external factors such as luck rather than their own abilities [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. This phenomenon is particularly prevalent among high-achievers, including doctoral students, as their dissatisfaction with their own abilities increases pressure to meet high expectations [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Research indicates that doctoral students are particularly susceptible to experiencing IS, primarily due to: (1) the highly competitive environment of doctoral education, (2) constant comparison with peers and supervisors, (3) ongoing questioning of academic abilities and contributions, and (4) fear of \"not being good enough\" [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. These factors make doctoral students more prone to self-doubt and insecurity when facing academic challenges.\u003c/p\u003e \u003cp\u003eRecent empirical studies have unveiled the complex relationship between IS and academic performance. Studies have consistently demonstrated a significant positive correlation between IS and AP [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Addressing these feelings of IS could significantly help students build confidence and resilience, reducing their feelings of self-doubt and fraudulence [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe mediating role of IS in academic contexts has been well-documented through various research studies. Liu et al. [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] demonstrated that IS serves as a critical mediating factor in psychological processes, particularly in relation to perfectionism and depressive symptoms. Their longitudinal study of 1,865 college students revealed that IS can act as a significant psychological mechanism through which individuals internalize and process their academic experiences. Li et al. [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] extended this understanding by demonstrating how IS can serve as a mediating factor in broader psychological and professional contexts, illustrating its potential to impact various aspects of individual performance and well-being.\u003c/p\u003e \u003cp\u003eResearch has shown that supervisor support plays a crucial role in managing IS symptoms. Pervez et al. [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] found that management doctoral students are at greater risk of experiencing IS, with social support playing a crucial role in mitigating its negative effects. More importantly, Slimi et al. [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] provided further empirical evidence, revealing a noteworthy negative correlation between supervisor empathy and IS, with each unit increase in empathy correlating with a 0.122-unit decrease in IS symptoms. This finding underscores the potential of supportive academic environments in addressing IS-related challenges.\u003c/p\u003e \u003cp\u003eSupervisor support can help doctoral students overcome IS through multiple approaches: (1) providing positive recognition and specific feedback to help students build authentic academic confidence, (2) creating psychologically safe environments where students can share their insecurities without fear of judgment, (3) normalizing failures and challenges in the academic process to reduce \"impostor\" feelings, and (4) providing structured guidance and clear expectations to reduce uncertainty and self-doubt [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. These supportive strategies may be key to reducing doctoral students' procrastination behaviors as they directly address the underlying psychological barriers that lead to procrastination.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e1.3 Moderating role of Neuroticism\u003c/h2\u003e \u003cp\u003eNeuroticism, a key dimension of the Big Five personality traits, is characterized by emotional instability, anxiety, and heightened sensitivity to negative stimuli. Previous research has shown that high neuroticism correlates strongly with mental disorders such as depression and anxiety [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Other studies have linked neuroticism to poor outcomes in interpersonal relationships [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. These findings underscore the importance of neuroticism in psychological research, particularly regarding its influence on mental health and behavioral tendencies.\u003c/p\u003e \u003cp\u003eResearch has consistently demonstrated the significant role of neuroticism in academic contexts. Studies have found that neuroticism is positively associated with academic procrastination, with evidence showing it to be one of the strongest personality predictors of procrastination behaviors [\u003cspan additionalcitationids=\"CR26\" citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]-[\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. The relationship appears to be particularly robust, with neuroticism showing the strongest unique prediction of academic procrastination (β\u0026thinsp;=\u0026thinsp;0.23) among personality traits [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. This strong association suggests that neuroticism may play a crucial role in how doctoral students manage their academic tasks and respond to academic support.\u003c/p\u003e \u003cp\u003eMoreover, neuroticism has been found to significantly moderate how individuals perceive and respond to social support. Individuals with high neuroticism tend to show different patterns of response to support interventions compared to those with low neuroticism [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. This moderating effect is particularly evident in stress-response relationships, where research has shown that individuals with high neuroticism are more prone to developing negative cognitive patterns, such as rumination, when faced with academic stress [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Such findings suggest that doctoral students with different levels of neuroticism may respond differently to supervisor support.\u003c/p\u003e \u003cp\u003eThe moderating role of neuroticism in support effectiveness has been further evidenced by recent studies. Research has demonstrated that high levels of neuroticism can compromise the beneficial effects of support resources and emotional intelligence on academic outcomes [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Specifically, individuals with high neuroticism tend to exhibit heightened sensitivity to environmental stressors and may process supportive interactions differently from their low-neuroticism counterparts [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. However, while these relationships have been established in general academic contexts, there remains a notable gap in understanding how neuroticism specifically moderates the relationship between supervisor support and academic procrastination among doctoral students.\u003c/p\u003e \u003cp\u003eGiven that neuroticism influences both the perception of support and procrastination tendencies, it is reasonable to hypothesize that it may moderate the effectiveness of supervisor support in reducing academic procrastination. This moderation may manifest through differential responses to supervisor support, where highly neurotic individuals might show reduced benefit from supervisory interventions due to their tendency to experience negative affect and heightened stress reactivity. Understanding this moderating effect could provide valuable insights for tailoring supervisory approaches to students with different personality traits.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e1.4 Theoretical Framework\u003c/h2\u003e \u003cp\u003eSocial support theory proposes that supportive interpersonal relationships serve as crucial resources that can enhance individual well-being and performance outcomes [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. The theory suggests that different forms of support, including emotional support (care and encouragement), instrumental support (tangible assistance), and informational support (guidance and advice), work together to help individuals cope with challenges and achieve their goals [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Research has demonstrated that social support can serve both direct effects by providing necessary resources and buffering effects by protecting individuals against the negative impacts of stress [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe buffering effect of social support has been well-documented in academic contexts. Studies have found that social support particularly benefits individuals facing challenges, serving as a protective factor in the relationship between stress and academic performance [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. This buffering mechanism suggests that social support may help doctoral students cope with academic demands and reduce procrastination behaviors.\u003c/p\u003e \u003cp\u003eFurthermore, social support has been identified as a crucial factor in addressing impostor syndrome. Recent research has demonstrated that social support can effectively buffer the negative impacts of impostor syndrome [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e], [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. In the doctoral education context, supervisor support represents a vital source of such social support, potentially helping students overcome impostor feelings and associated behavioral issues such as procrastination.\u003c/p\u003e \u003cp\u003eHowever, the effectiveness of social support can vary depending on individual characteristics. Research has indicated that the impact of stress and support on academic performance is influenced by individual differences in stress appraisal [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Similarly, studies have found that the effects of social support vary across different contexts and individual situations [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e], suggesting that personality traits like neuroticism may influence how individuals perceive and utilize supervisor support.\u003c/p\u003e \u003cp\u003eBased on social support theory and previous empirical evidence, we propose a conceptual framework (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) to examine how supervisor support influences academic procrastination among doctoral students. Drawing from the theory and existing literature, we propose that supervisor support may directly reduce academic procrastination and impostor syndrome. Additionally, impostor syndrome may serve as a mediating mechanism through which supervisor support affects academic procrastination. Moreover, considering the individual differences in support perception and utilization, we propose that neuroticism may not only directly influence academic procrastination but also moderate the relationship between supervisor support and academic procrastination. This leads to the following hypotheses:\u003c/p\u003e \u003cp\u003eH1: Supervisor support is negatively related to academic procrastination.\u003c/p\u003e \u003cp\u003eH2: Supervisor support is negatively related to impostor Syndrome.\u003c/p\u003e \u003cp\u003eH3: Impostor syndrome is positively related to academic procrastination.\u003c/p\u003e \u003cp\u003eH4: There is a significant mediating effect of impostor syndrome on the relationship between supercisor support and academic procrastination.\u003c/p\u003e \u003cp\u003eH5: Neuroticism is positively related to academic procrastination.\u003c/p\u003e \u003cp\u003eH6: There is a significant moderating effect of neuroticism on the relationship between supercisor support and academic procrastination.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"2.0 Method","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Participants and Procedure\u003c/h2\u003e \u003cp\u003eThis study employed a mixed-methods approach under the sequential explanatory design [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e], with a quantitative phase followed by a qualitative phase. This design not only allows researchers to identify statistical relationships but also enables a deeper understanding of underlying mechanisms through subsequent qualitative exploration. This mixed-methods approach is particularly suitable for the present study, as we aim not only to test relationships between variables in the hypothesized model but also to understand the complex psychological processes behind these relationships. In this study, quantitative data provided an overall picture of relationships between variables, while qualitative data offered rich contextual information to explain how these relationships manifest in doctoral students' actual experiences. Data integration adopted an \"explanatory follow-up\" strategy, using qualitative data to explain and expand upon quantitative findings [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe quantitative phase involved a total of 962 Chinese doctoral students recruited through convenience sampling. Participants completed an online survey via the Wen Juan Xing platform, a widely used survey platform in China. The research team collaborated with doctoral students, faculty members, and heads of relevant institutions to facilitate distribution. Clear instructions regarding the study's purpose and assurances of confidentiality and anonymity were provided to all participants, following established guidelines for ethical research conduct.\u003c/p\u003e \u003cp\u003eFor the qualitative phase, 57 participants who had completed the quantitative survey were purposively selected based on their quantitative responses, particularly focusing on those with varying levels of impostor syndrome and academic procrastination. This purposive sampling approach was adopted to ensure the inclusion of participants with diverse experiences, allowing for a comprehensive understanding of the relationships between the research variables [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. These semi-structured interviews were designed to explore participants' personal experiences and perceptions regarding supervisor support, impostor syndrome, and academic procrastination, providing rich contextual data to complement and deepen the quantitative findings.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Instrumentation for Quantitative Phase\u003c/h2\u003e \u003cp\u003eIn the quantitative phase, SS in this study utilized the Need Support Scale (NSS) [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e] for measurement. This scale assesses the level of support provided by supervisors to doctoral students in completing their doctoral studies. It encompasses three distinct dimensions: Involvement (INV), Autonomy (AUTO), and Structure (STRU). The original scale demonstrated good internal consistency, with α\u0026thinsp;=\u0026thinsp;0.84 for INV, α\u0026thinsp;=\u0026thinsp;0.62 for AUTO, and α\u0026thinsp;=\u0026thinsp;0.85 for STRU. The test-retest reliabilities for these dimensions were respectively 0.68, 0.64, and 0.67 [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. In this study, the Cronbach's alpha coefficient was 0.936.\u003c/p\u003e \u003cp\u003eThe Neuroticism of personality trait was assessed using the widely-utilized Big Five Inventory-Neuroticism Subscale (BFI-N) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. This study measured the doctoral students' experiences of negative emotions such as anxiety, self-doubt, mood swings, and stress. In the original scale, Cronbach's alpha values for the five dimensions ranged from 0.75 to 0.90 across different samples, indicating good internal consistency. The test-retest correlation coefficients were also generally high, ranging from 0.80 to 0.90 [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. In this study, the Chinese version of the BFI-N showed a Cronbach's alpha coefficient of 0.912.\u003c/p\u003e \u003cp\u003eTo enhance participant response rates, researchers employed the Short Clance Impostor Phenomenon Scale (CIPS-10) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e], a condensed version of the Clance IP Scale [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. The questionnaire, adapted to suit the context of doctoral students, comprised ten items and utilized a Likert scale ranging from 1 (Never) to 5 (Always). The original scale's internal consistency reliability was very high, with an Alpha value of 0.93 [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. In our study, the Cronbach's alpha coefficient was 0.919.\u003c/p\u003e \u003cp\u003eThe Behavioral and Emotional Academic Procrastination Scale (BEAPS) [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e] was used to measure AP. The questionnaire included three items to assess delays in the initiation process of doctoral students' research-related tasks. In the original scale, the internal consistency of each factor ranged from 0.86 to 0.89. The test-retest reliability was 0.62 and 0.52, suggesting that BEPS is quite stable over time. In this study, the Cronbach's alpha coefficient was 0.889.\u003c/p\u003e \u003cp\u003eThe quantitative data were analyzed using SmartPLS 4.0 to conduct Structural Equation Modeling (SEM). This method allows for detailed examination of direct, mediating, and moderating effects, aligning with the study's hypotheses. SEM was particularly suitable for testing the complex relationships proposed in this research, providing robust statistical validation for the hypothesized models. To test the mediating effect of impostor syndrome, following the recommendations of Preacher and Hayes [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e], [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e], we employed a bias-corrected bootstrap method with 10,000 resamples. This method makes no assumptions about the sampling distribution of indirect effects and is appropriate for testing the significance of mediation paths. Additionally, to assess the moderating effect of neuroticism, we used the interaction term approach in SmartPLS, estimating the moderation effect by calculating the product term between neuroticism and supervisor support [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Instrumentation and Procedure for Qualitative Phase\u003c/h2\u003e \u003cp\u003eThe qualitative phase employed semi-structured interviews to explore and contextualize the quantitative findings, following the sequential explanatory design principles [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e], [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. The interviews were designed to deepen our understanding of why supervisor support showed limited direct impact on academic procrastination and how impostor syndrome mediates this relationship. The interview protocol consisted of open-ended questions that encouraged participants to share their experiences in detail.\u003c/p\u003e \u003cp\u003e The main questions focused on participants' experiences with supervisor support (e.g., \"How would you describe your supervisor's support style?\" \"Could you provide specific examples of how your supervisor supports your academic work?\"), their feelings of impostor syndrome (e.g., \"Could you describe a situation where you felt like an impostor in your doctoral studies?\" \"How do you typically react to academic achievements?\"), their academic procrastination behaviors (e.g., \"How often do you find yourself delaying your academic tasks?\" \"What typically causes you to procrastinate on your research work?\"), and their emotional responses to academic stress (e.g., \"How do you usually react to academic setbacks?\" \"What strategies do you use to manage academic anxiety?\"). While following the prepared interview protocol, researchers also used follow-up questions to encourage participants to provide specific examples and more detailed explanations of their experiences.\u003c/p\u003e \u003cp\u003eA purposive sample of 57 participants was selected from the quantitative phase participants, representing diverse levels of impostor syndrome and procrastination behaviors. The selection criteria ensured representation of different demographic backgrounds and varying experiences with supervisor support. Each interview lasted approximately 60\u0026ndash;90 minutes and was conducted in Chinese. All interviews were audio-recorded with participants' consent and later transcribed verbatim for analysis.\u003c/p\u003e \u003cp\u003eThe data analysis process followed Braun and Clarke's framework for thematic analysis [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e], utilizing NVivo 15.0 software to organize and code the data. The coding process began with detailed open coding to identify key concepts and patterns in participants' responses. This was followed by focused coding to develop broader themes that captured the essential aspects of participants' experiences. To establish coding reliability, two researchers independently coded a subset of the transcripts, comprising twenty percent of the total data. Regular meetings were held to discuss and resolve any coding discrepancies, ultimately achieving an inter-rater reliability of 90%.\u003c/p\u003e \u003cp\u003eThe trustworthiness of the qualitative data was ensured through multiple verification strategies [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. Participants were invited to review their interview transcripts and preliminary interpretations to confirm the accuracy of the representations. Regular peer debriefing sessions were conducted with colleagues not directly involved in the study to challenge assumptions and explore alternative interpretations. The research process and analytical decisions were thoroughly documented to maintain transparency and enable replication. The integration of quantitative and qualitative findings enhanced the validity of the overall research conclusions [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Throughout the analysis, particular attention was paid to cultural and contextual factors specific to Chinese doctoral education, ensuring that the interpretation of findings remained culturally sensitive and contextually relevant.\u003c/p\u003e \u003c/div\u003e"},{"header":"3.0 Quantitative Results","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Data Screening and Descriptive Analysis\u003c/h2\u003e \u003cp\u003eAfter removing 10 responses for straight-line answering and 2 for being outliers, a total of 12 invalid questionnaires were discarded. Consequently, 962 questionnaires were used for descriptive statistical analysis.\u003c/p\u003e \u003cp\u003eBased on the analysis results, the proportion of female participants was 66.11% (636 participants), while males constituted 33.68% (324 participants), with the remaining 0.21% (2 participants) opting for non-binary gender options. Age-wise, the majority of participants were between 26 and 30 years old, accounting for 46.82% (451 participants). Additionally, 38.05% (366 participants) were aged 31 to 40, followed by those under 25 years at 8.94% (86 participants), and those aged 41 years and above at 2.39% (23 participants).\u003c/p\u003e \u003cp\u003eRegarding IS, as measured by the CIPS-10 standard, 37.55% (361 participants) of the doctoral students experienced moderate levels of IS, while 31.23% (300 participants) frequently experienced IS. Among those frequently experiencing IS, a higher proportion were female, accounting for 72.33% (217 participants). Furthermore, 11.39% (110 participants) reported intense IS experiences, with women comprising 78.18% (86 participants) of this group. Only 19.83% (191 participants) reported little to no experience with IS. These findings underscore the significant prevalence of IS among Chinese doctoral students, with female participants disproportionately affected at both frequent and intense levels. This highlights the importance of addressing IS as a critical psychological factor impacting academic behaviors, particularly among women in doctoral programs.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Common Method Variance\u003c/h2\u003e \u003cp\u003eIn this study, the potential issue of common method variance (CMV) arises because both independent and dependent variables were collected simultaneously from the same respondents [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]. The single common method factor approach was used to control for CMV. The PLS marker variable method was adopted to create a method factor.\u003c/p\u003e \u003cp\u003eInitially, seven items not included in the test model but collected in the same survey were selected as marker indicators [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. These marker indicators were then used as exogenous variables to predict each endogenous variable in the predictive model, thereby creating a method factor. Finally, upon comparing the method factor model with the baseline model, it was found that significant paths in the baseline model remained significant in the method factor model, leading to the conclusion that there was no CMV issue with the data.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Data Analysis\u003c/h2\u003e \u003cp\u003eThe minimum sample size for the study was determined using G Power software [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. Given that the model included up to four predictors, the effect size was set to medium (0.15), with a required power of 0.80 and an α level of 0.05. Based on these calculations, each group needed to consist of 129 respondents. Therefore, the sample size of 962 Chinese doctoral students was sufficient for data analysis.\u003c/p\u003e \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e \u003ch2\u003e3.3.1 Measurement Model\u003c/h2\u003e \u003cp\u003eFollowing Anderson and Gerbing's recommendation, the model was tested using a two-step approach [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. First, the measurement model was tested to assess the validity and reliability of the instruments used, as per the guidelines by Hair et al. [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e], and then the structural model was run to test the developed hypotheses.\u003c/p\u003e \u003cp\u003eFor the measurement model, loadings, Average Variance Extracted (AVE), and Composite Reliability (CR) were evaluated. Loadings should be \u0026ge;\u0026thinsp;0.5, AVE should be \u0026ge;\u0026thinsp;0.5, and CR should be \u0026ge;\u0026thinsp;0.7. As shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, all AVEs were above 0.5 and CRs were above 0.7. The loadings were also acceptable, with only one loading less than 0.708 [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMeasurement Model\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFirst Order Constructs\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLoadings\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAVE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCR\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"10\" rowspan=\"11\"\u003e \u003cp\u003e\u003cb\u003eSupervisor Support\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eINV1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.941\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.875\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.965\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eINV2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.918\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eINV3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.943\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eINV4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.939\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAUTO1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.756\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.601\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.819\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAUTO2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.749\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAUTO3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.820\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSTR1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.925\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.876\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.966\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSTR2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.941\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSTR3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.939\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSTR4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.938\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"7\" rowspan=\"8\"\u003e \u003cp\u003e\u003cb\u003eNeuroticism\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.759\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"7\" rowspan=\"8\"\u003e \u003cp\u003e0.621\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"7\" rowspan=\"8\"\u003e \u003cp\u003e0.929\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.780\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.822\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.711\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.863\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.716\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.792\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.845\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"9\" rowspan=\"10\"\u003e \u003cp\u003e\u003cb\u003eImpostor Syndrome\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.733\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"9\" rowspan=\"10\"\u003e \u003cp\u003e0.580\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"9\" rowspan=\"10\"\u003e \u003cp\u003e0.932\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.784\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.770\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.808\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.809\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.818\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.742\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.818\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.705\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.732\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eAcademic Procrastination\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAP1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.887\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.849\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.931\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAP2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.932\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAP3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.896\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIn the second step, discriminant validity was assessed using the Heterotrait-Monotrait (HTMT) criterion proposed by Henseler et al. [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e] and updated by Franke and Sarstedt [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. The stricter criterion for HTMT values is \u0026le;\u0026thinsp;0.85, while the more lenient criterion is \u0026le;\u0026thinsp;0.90. As indicated in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, all HTMT values were below the stricter threshold, suggesting that the respondents perceived the constructs as distinct from each other. Overall, these tests of validity indicate that the measurement items are both valid and reliable.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDiscriminant Validity (HTMT)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstructs\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. Supervisory Support\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e2. Neuroticism\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.181\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e3. Impostor Syndrome\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.155\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.747\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e4. Academic Procrastination\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.172\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.567\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.653\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e \u003ch2\u003e3.3.2 Structural Model\u003c/h2\u003e \u003cp\u003eBased on the recommendations of Hair et al. [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e] and Cain et al. [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e], multivariate skewness and kurtosis were assessed. The results indicated that the collected data were not multivariate normal, with Mardia's multivariate skewness (β\u0026thinsp;=\u0026thinsp;1.279, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and Mardia's multivariate kurtosis ((β\u0026thinsp;=\u0026thinsp;25.990, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) confirming this. Consequently, following the advice of Becker et al. [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e], a 10,000-sample resampling bootstrapping procedure was used to report the path coefficients, standard errors, t-values, and p-values of the structural model. Additionally, in line with the critique by Hahn and Ang [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e], who argue that p-values are not a robust criterion for testing hypothesis significance, a combination of p-values, confidence intervals, and effect sizes was recommended as standards. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e presents a summary of the standards used to test the proposed hypotheses.\u003c/p\u003e \u003cp\u003eIn line with the research hypothesis, the influence between predictive factors was examined. Initially, it was found that the relationship between SS and AP was not statistically significant (p\u0026thinsp;=\u0026thinsp;0.185), thus not supporting H1. Conversely, the impact of SS on IS was negative (β = -0.140) and this relationship was statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), hence supporting H2. Conversely, IS had a significant positive impact on AP (β\u0026thinsp;=\u0026thinsp;0.449), and this result was highly significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), supporting H3.\u003c/p\u003e \u003cp\u003eRegarding the moderating variables, Neuroticism was found to be positively related to AP (β\u0026thinsp;=\u0026thinsp;0.199), and this result was significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), therefore supporting H5. However, for the interaction of Neuroticism and SS in predicting AP (β\u0026thinsp;=\u0026thinsp;0.063, p\u0026thinsp;=\u0026thinsp;0.137), not supported H6, which means that Neuroticism does not moderate the relationship between SS and AP.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eHypothesis Testing Direct Effects\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHyp.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRel.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e95%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003ef2\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSS\u0026rarr;AP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.053\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.896\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.185\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.147\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.050\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSS\u0026rarr;IS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.140\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.073\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.932\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.027\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.261\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e-0.022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.020\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS\u0026rarr;AP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.449\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.080\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.591\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.316\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.578\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.176\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH5\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU\u0026rarr;AP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.199\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.072\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.763\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.084\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.322\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.034\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH6\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNEU\u0026times;SS\u0026rarr;AP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.058\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.094\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.034\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.156\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.007\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003eNote: Use 90%confidence interval with a bootstrapping of 10000\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTo test the mediation hypothesis, bootstrapping for indirect effects was conducted following the recommendations of Preacher and Hayes [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e], [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. A significant mediating effect can be concluded if the confidence interval does not cross zero. As shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, considering the indirect impact of SS on AP through IS, a negative relationship was observed (β = -0.063), which was statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). This suggests that SS influences AP via the mediating role of IS, exerting a negative impact on AP, lending support to H4.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eHypothesis Testing Indirect Effects\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHyp.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRel.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e95%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSS\u0026rarr;IS\u0026rarr;AP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.036\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1..731\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.042\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.128\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.009\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003eNote: Use 95%confidence interval with a bootstrapping of 10000\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"4.0 Qualitative Results","content":"\u003cp\u003eTo provide a deeper understanding of the relationships identified in the quantitative analysis, semi-structured interviews were conducted with doctoral students. Following the quantitative survey, participants with moderate to high IS scores were purposively invited for follow-up interviews to explore their experiences regarding supervisor support, impostor feelings, and academic procrastination behaviors. A total of 57 participants agreed to participate in online interviews after being briefed about the study's purpose and assured of confidentiality.\u003c/p\u003e \u003cp\u003e The interview protocol was developed based on the quantitative findings, with questions focusing on how participants experienced and managed impostor feelings, their interactions with supervisors, and their academic procrastination behaviors. All interviews were conducted online, recorded with participants' consent, and transcribed verbatim for analysis. Using NVivo 15 software, the interview data underwent thematic analysis, revealing three main themes (see Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMain Themes and Subthemes from Qualitative Analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMain Themes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSubthemes\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003e1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003eSupervisor Support\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eDynamics\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSupportive practices (clear guidance, regular\u003c/p\u003e \u003cp\u003efeedback, structured deadlines)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDetrimental practices (dismissive interactions,\u003c/p\u003e \u003cp\u003evague feedback, overly critical responses)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImpact on task motivation and completion\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBalance between support and independence\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003eManifestations of\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eImpostor Syndrome\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResponse to constructive support (validation,\u003c/p\u003e \u003cp\u003econfidence building)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImpact of critical feedback\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eReactions to excessive supervision\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRelationship between recognition and self-doubt\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003e3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003eNeuroticism's Influence\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eon Academic Experience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAnxiety-driven procrastination\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePerfectionism and task avoidance\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResponse to structured guidance\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePersistence of self-doubt despite support\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e4.1 The Impact of Supervisor Support on Academic Procrastination and Impostor Syndrome\u003c/h2\u003e \u003cdiv id=\"Sec18\" class=\"Section3\"\u003e \u003ch2\u003e4.1.1 Supervisor Support as a Motivator for Academic Task Completion\u003c/h2\u003e \u003cp\u003eSupervisor support plays a complex role in shaping doctoral students' academic behaviors, particularly academic procrastination. Positive supervisory relationships were consistently described as a source of motivation and accountability, while perceived neglect or criticism often led to uncertainty and delays in task initiation. Participants' experiences reflected a spectrum of support, ranging from highly constructive to dismissive or absent, highlighting both the potential benefits and challenges of supervisor influence.\u003c/p\u003e \u003cp\u003e Several participants emphasized the motivational role of clear guidance and regular feedback. One participant shared:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"My supervisor always sets clear deadlines and gives helpful feedback whenever we meet. It keeps me on track because I know exactly what they expect from me.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eSuch practices align with recent findings that supervisors who provide structured support and regular feedback promote academic resilience and task engagement among postgraduate students. By offering clarity and direction, supervisors help reduce the cognitive load associated with task ambiguity, a key driver of procrastination.\u003c/p\u003e \u003cp\u003eHowever, a substantial number of participants reported dismissive or critical interactions that left them feeling unsupported. One doctoral student reflected:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"Whenever I approach my supervisor with a problem, they say, \u0026lsquo;How can you not know this? You're a PhD student!' It makes me feel lost and hesitant to ask for help again.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eSuch negative interactions often discouraged students from seeking further guidance, leading to feelings of isolation and procrastination. Recent research highlights that overly critical or vague feedback can undermine self-efficacy, a critical predictor of academic productivity [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. Another participant expressed frustration with a lack of actionable advice:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"When the feedback is vague, it feels like I'm left to figure everything out on my own. I start second-guessing myself and end up putting things off because I'm not sure if I'm heading in the right direction.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eDespite these dynamics, many participants acknowledged that procrastination often stemmed from their own habits and thought patterns, rather than external factors such as supervisor support. One participant noted:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"No matter how much my supervisor pushes me or sets deadlines, I still find ways to delay things until the very last moment. It's not about them-it's my own struggle to stay focused I think.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eAnother participant shared a similar perspective:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"Even if I know what's expected, I sometimes can't help but procrastinate. I'll find excuses or other tasks to justify putting things off. It's not something my supervisor can fix for me, but I need to work on myself.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThese reflections underscore the inherent limitations of external support in addressing procrastination, a behavior deeply rooted in self-regulation challenges. While effective supervision can provide essential structure, clarity, and motivation, the ultimate responsibility for task initiation and completion lies with the individual student. Research by Steel and Klingsieck [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e] highlights that procrastination is often driven by internal cognitive and emotional patterns, such as perfectionism, fear of failure, or low self-efficacy, which external interventions like supervisor support may not fully mitigate. This suggests that strategies to combat procrastination should not solely focus on external factors, such as improved feedback or supervisory practices, but also include interventions targeting students' personal habits, emotional regulation, and cognitive patterns [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe findings also underline the dual-edged nature of supervisor support. On one hand, clear and constructive guidance can act as a significant motivator, providing doctoral students with the direction and confidence needed to complete academic tasks. On the other hand, dismissive or vague feedback can exacerbate procrastination by amplifying uncertainty and self-doubt, aligning with prior studies on the detrimental impact of inconsistent supervisory practices [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. Despite this, procrastination often persists as a self-driven behavior, relatively unaffected by external influences like supervisor support. This reinforces the importance of fostering self-regulation skills, such as time management, realistic goal setting, and resilience, to help students address procrastination more effectively. As Steel argues, addressing procrastination requires a multifaceted approach that combines external guidance with internal behavioral adjustments, providing a more holistic pathway to academic success [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section3\"\u003e \u003ch2\u003e4.1.2 The Role of Supervisor Support in Reducing Impostor Syndrome\u003c/h2\u003e \u003cp\u003eSupervisor support emerged as a significant factor in influencing IS among doctoral students. Constructive interactions with supervisors often helped alleviate self-doubt, while critical or overly intense interactions sometimes exacerbated it.\u003c/p\u003e \u003cp\u003e Participants frequently highlighted how constructive and supportive supervisors helped reduce feelings of self-doubt. One participant remarked:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\" When I feel unsure, their reminders about my progress and achievements make a big difference\u0026mdash;it helps me believe I belong here.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThese positive interactions align with findings by Sverdlik et al. [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e], which suggest that supervisors who provide clear, constructive feedback and validate their students' efforts foster greater academic confidence. Recognition of accomplishments helps counteract the persistent fear of being exposed as a \"fraud\" commonly associated with IS.\u003c/p\u003e \u003cp\u003eConversely, participants noted that overly critical supervisors or a lack of acknowledgment heightened their IS. One participant explained:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"When my supervisor only points out flaws and doesn't acknowledge what I've done right, it's disheartening. It makes me question whether I'm capable and whether I should even be in the program.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThis reflects research suggesting that negative feedback, when not balanced with positive reinforcement, can undermine students' self-perception and exacerbate impostor-like feelings. Such interactions often lead students to internalize these experiences as personal failures rather than systemic challenges.\u003c/p\u003e \u003cp\u003e Interestingly, some participants shared that excessive attention from their supervisors could also amplify IS. One participant shared:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"Sometimes, my supervisor's frequent check-ins and high expectations feel overwhelming. Instead of feeling supported, I start doubting whether I can meet their standards, and that stress makes it hard to focus.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThis observation adds nuance to the understanding of supervisory relationships. While engagement is generally beneficial, over-monitoring or perceived high expectations may unintentionally heighten IS by creating additional pressure to perform. This phenomenon highlights the importance of maintaining a balance between providing support and fostering independence.\u003c/p\u003e \u003cp\u003eWhile supervisor support has the potential to reduce IS, its impact is not uniformly positive. Supportive practices that acknowledge accomplishments and provide constructive feedback help build confidence and mitigate IS. However, dismissive or overly critical supervision, as well as excessive monitoring, may exacerbate self-doubt and heighten IS. These findings emphasize the need for tailored supervisory approaches that account for individual student needs [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Emotional Responses to Supervisor Support Among Doctoral Students with Neuroticism\u003c/h2\u003e \u003cdiv id=\"Sec21\" class=\"Section3\"\u003e \u003ch2\u003e4.2.1 Neuroticism as a Driver of Academic Procrastination\u003c/h2\u003e \u003cp\u003eParticipants with higher levels of neuroticism consistently reported a greater tendency to procrastinate, often due to heightened anxiety and fear of failure. One participant shared:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"Before starting any task, I think about all the ways it could go wrong. The more I overthink, the more I feel paralyzed, and I end up putting it off.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThis reflects that neurotic individuals are more likely to procrastinate due to their tendency to ruminate on potential negative outcomes. Their heightened emotional responses to perceived challenges exacerbate avoidance behaviors, leading to significant delays in task initiation. Another participant explained:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"If I'm not completely confident in what I'm doing, I can't start. I keep waiting for the \u0026lsquo;perfect' moment, but it rarely comes.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe pursuit of perfection, coupled with fear of making mistakes, reinforces procrastination as a short-term coping mechanism, albeit one with long-term negative consequences. Steel and Klingsieck [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e] argue that this perfectionistic mindset, common among neurotic individuals, leads to decision paralysis and avoidance behaviors that hinder academic performance.\u003c/p\u003e \u003cp\u003eWhile neuroticism undoubtedly contributes to procrastination, it is important to examine its interaction with external factors, such as the role of supervisors or institutional resources. For instance, structured guidance and empathetic feedback could potentially reduce the negative impacts of neuroticism, helping students focus on task completion rather than potential failures [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e]. However, the data suggests that internal cognitive and emotional barriers are often too entrenched for external support to fully mitigate. This highlights the need for targeted interventions, such as cognitive-behavioral training or stress management workshops, to help neurotic students develop healthier coping strategies.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section3\"\u003e \u003ch2\u003e4.2.2 Neuroticism in the Context of Supervisor Support and Academic Procrastination\u003c/h2\u003e \u003cp\u003eAlthough supervisor support positively influences many students, participants with high neuroticism described mixed outcomes. For some, supportive supervisors helped alleviate their stress and reduce procrastination. A participant remarked:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"When my supervisor breaks tasks into smaller steps, it helps me feel less anxious and makes it easier to get started. That kind of structure really works for me.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThis highlights the potential of structured and empathetic supervision to address some of the challenges faced by neurotic students. By reducing ambiguity and breaking down complex tasks, supervisors can mitigate the cognitive overload often experienced by individuals with high neuroticism. However, for others, neurotic tendencies appeared to overshadow the benefits of supervisor support. One participant explained:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"Even when my supervisor gives me clear instructions, I overthink every detail. I'm constantly doubting myself, and their support doesn't fully ease that.\"\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThis reflects a broader challenge in supporting neurotic students, as their heightened self-doubt and tendency to ruminate can undermine their ability to internalize or act on even the most constructive feedback. According to Sverdlik et al. [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e], neuroticism amplifies emotional distress and self-critical thinking, which diminishes the effectiveness of external interventions like supervisor support.\u003c/p\u003e \u003cp\u003eThese findings may help explain why neuroticism does not moderate the relationship between supervisor support and academic procrastination (H6). While supportive supervisors can reduce some barriers to task completion, the deeply internalized nature of neurotic individuals' self-doubt and overthinking often requires more than external guidance to overcome. This underscores the importance of complementing supervisor support with targeted interventions, such as cognitive-behavioral strategies or stress management programs, to help neurotic students develop healthier coping mechanisms.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"5.0 Discussion","content":"\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Relationship between Supervisor Support and Academic Procrastination\u003c/h2\u003e \u003cp\u003eQuantitative results revealed that the direct relationship between supervisor support and academic procrastination was not significant (β = -0.053, p\u0026thinsp;=\u0026thinsp;0.185). This unexpected finding challenges previous research hypotheses and contradicts some expectations of social support theory. According to social support theory [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], supportive relationships should serve as crucial resources that enhance individual performance outcomes. However, the present study's results indicate that supervisor support does not directly reduce academic procrastination among doctoral students.\u003c/p\u003e \u003cp\u003eThis finding can be explained from multiple perspectives. First, Bandura's social learning theory suggests that although supervisors can provide behavioral models, these external supports may not directly address personal drivers of procrastination, such as self-regulation deficits or intrinsic motivation [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]. Hen's research supports this view, indicating that academic procrastination is often closely related to internal cognitive and emotional processes rather than being solely influenced by external factors [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e]. The qualitative data from this study further confirms this explanation, as one participant stated: \"No matter how my supervisor pushes me or sets deadlines, I still find ways to delay things until the very last moment. It's not about them\u0026mdash;it's my own struggle to stay focused.\"\u003c/p\u003e \u003cp\u003eSecond, the unique cultural and structural factors of the Chinese academic environment may influence the effectiveness of supervisor support. Xu et al.'s research shows that Chinese doctoral students face intense pressure for academic output and identity recognition, which may override the direct impact of supervisor support [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. This academic pressure was reflected in the qualitative interviews, with multiple participants describing the pressure and self-doubt they felt despite supervisor support. Additionally, the hierarchical nature of Chinese academic relationships may affect how different types of support are perceived and utilized. These culture-specific factors may explain why supervisor support cannot directly reduce academic procrastination.\u003c/p\u003e \u003cp\u003eIt is worth noting that this non-significant relationship does not imply that supervisor support is valueless to doctoral students. On the contrary, this study found that supervisor support indirectly affects academic procrastination by alleviating impostor syndrome, indicating that its mechanism of action is more complex than initially hypothesized. This finding emphasizes the importance of understanding how supportive interventions work by changing psychological states rather than directly changing behavior.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec25\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Mediating Role of Impostor Syndrome\u003c/h2\u003e \u003cp\u003eThe quantitative analysis of this study confirmed the significant mediating effect of impostor syndrome in the relationship between supervisor support and academic procrastination (β = -0.063, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). This result supports hypothesis 4, indicating that supervisor support indirectly reduces academic procrastination by alleviating impostor syndrome. Specifically, supervisor support was significantly negatively correlated with impostor syndrome (β = -0.140, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), while impostor syndrome was significantly positively correlated with academic procrastination (β\u0026thinsp;=\u0026thinsp;0.449, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01).\u003c/p\u003e \u003cp\u003eThis mediating effect is consistent with the buffering effect expectation of social support theory, which emphasizes that social support can alleviate psychological stress [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Wang and Li's research indicates that Asian students, especially those in high-achieving academic environments, report higher levels of impostor syndrome compared to their Western counterparts [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e]. This cultural difference was reflected in this study's sample, where 42.62% of doctoral students reported frequent or intense experiences of impostor syndrome, with a higher proportion of women.\u003c/p\u003e \u003cp\u003eQualitative data deepened the understanding of this mediating mechanism. Interview participants described how positive feedback from supervisors helped them overcome self-doubt. One participant stated: \"When I feel uncertain, my supervisor's reminders about my progress and achievements make a big difference\u0026mdash;it helps me believe I belong here.\" This validating experience aligns with Cheung and Cheng's research on cognitive-behavioral mechanisms in impostor syndrome, which found that positive feedback can reshape self-perception, reducing rumination and self-deprecation associated with impostor feelings [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHowever, the qualitative analysis also revealed the dual nature of supervisor support. While constructive support can alleviate impostor feelings, excessive criticism or lack of recognition can exacerbate these feelings. As one participant said: \"When my supervisor only points out flaws and doesn't acknowledge what I've done right, it's disheartening. It makes me question whether I'm capable and whether I should even be in the program.\" This suggests that the quality and type of supervisor support, rather than merely its existence, are crucial for alleviating impostor syndrome.\u003c/p\u003e \u003cp\u003eFurthermore, qualitative interviews revealed an interesting phenomenon: excessive attention from supervisors can sometimes intensify impostor syndrome. Participants described how the pressure of high expectations and the discomfort of close supervision exacerbated their self-doubt. This aligns with Chakraverty et al.'s findings that impostor syndrome is often associated with the failure (or perceived failure) to meet high expectations [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e]. This further suggests that support interventions must balance providing guidance with fostering autonomy, especially in cultures like China that emphasize academic authority.\u003c/p\u003e \u003cp\u003eThese findings support Parkman's argument that addressing impostor syndrome requires multi-level strategies, including structural support and individual cognitive restructuring [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e]. By alleviating impostor syndrome, supervisor support can indirectly but significantly reduce academic procrastination, suggesting that interventions targeting fundamental psychological barriers may be more effective than those directly targeting procrastination behavior.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e5.3 Moderating Role of Neuroticism\u003c/h2\u003e \u003cp\u003eThe third major finding of this study concerns the hypothesized moderating role of neuroticism in the relationship between supervisor support and academic procrastination. Quantitative analysis showed that while neuroticism was significantly positively correlated with academic procrastination (β\u0026thinsp;=\u0026thinsp;0.199, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), supporting hypothesis 5, neuroticism did not significantly moderate the relationship between supervisor support and academic procrastination (β\u0026thinsp;=\u0026thinsp;0.063, p\u0026thinsp;=\u0026thinsp;0.137), thus not supporting hypothesis 6. This unexpected result requires careful consideration.\u003c/p\u003e \u003cp\u003eSocial support theory suggests that the effectiveness of support may vary depending on individual characteristics [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e], and previous research indicates that neuroticism influences individuals' perception of and response to support [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. However, the results of this study challenge this hypothesis, indicating that the impact of supervisor support on academic procrastination does not significantly differ among doctoral students with different levels of neuroticism.\u003c/p\u003e \u003cp\u003eThis non-significant moderating effect may reflect multiple potential mechanisms. First, neuroticism, as a stable personality trait, may primarily influence procrastination through internal psychological processes rather than by moderating responses to external support. As Kwon and Weed describe, neurotic individuals tend to experience anxiety, depression, and negative emotions, traits that may directly increase procrastination behavior relatively independently of external support [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e]. The qualitative data from this study supports this explanation, with interview participants describing persistent self-doubt even when receiving supervisor support: \"Even when my supervisor gives me clear instructions, I overthink every detail. I constantly doubt myself, and their support doesn't fully ease that.\"\u003c/p\u003e \u003cp\u003eSecond, specific cultural factors in the Chinese academic environment may have influenced the moderating role of neuroticism. Wang et al. found that neuroticism interacts with attentional bias and psychological resilience [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e], while Mei et al. demonstrated that its effects are often moderated by gender in Chinese academic contexts [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e]. This suggests that the influence of neuroticism may be embedded in broader sociocultural contexts, making its moderating effect less apparent.\u003c/p\u003e \u003cp\u003eThird, neuroticism may influence academic procrastination through impostor syndrome rather than directly through supervisor support. Qualitative data showed that participants with high neuroticism were particularly susceptible to experiencing impostor syndrome, which may serve as a mediating mechanism between neuroticism and procrastination. This is consistent with Dahlberg and Byars-Winston's research, which found that the effectiveness of personalized mentor support is influenced by individual psychological characteristics [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFinally, neuroticism may influence the manner of response to support rather than the overall effect of support. Qualitative interviews revealed that participants with high neuroticism did indeed respond differently to supervisor support, but these differences may be manifested in subjective experiences rather than objective changes in procrastination behavior. This suggests the need for more nuanced assessment methods to capture the complexity of personality-support interactions.\u003c/p\u003e \u003cp\u003eDespite the non-significant moderating effect, the strong direct influence of neuroticism on academic procrastination remains significant. This suggests that doctoral students with different levels of neuroticism may need different types of support or supplementary interventions, rather than merely adjusting the amount or frequency of supervisor support.\u003c/p\u003e \u003c/div\u003e"},{"header":"6.0 Conclusion","content":"\u003cdiv id=\"Sec28\" class=\"Section2\"\u003e \u003ch2\u003e6.1 Theoretical and Practical Implications\u003c/h2\u003e \u003cp\u003eThe research found that supervisor support does not directly reduce academic procrastination among doctoral students, but rather exerts an indirect influence by alleviating impostor syndrome. This finding has important implications for social support theory, suggesting that in academic environments, the buffering effect of social support may be more significant than its direct effect. Additionally, cultural context profoundly influences how social support mechanisms operate, which is particularly evident in the Chinese doctoral education system.\u003c/p\u003e \u003cp\u003eOn a practical level, efforts to reduce academic procrastination among doctoral students should move beyond traditional intervention methods to focus on underlying psychological barriers such as impostor syndrome. Doctoral programs should create environments where students can develop authentic academic identities without fear of judgment. Supervisor training needs to extend beyond technical guidance to enhance the ability to identify and address psychological barriers in students, particularly considering individual differences such as varying levels of neuroticism.\u003c/p\u003e \u003cp\u003eInstitutional policies should address environmental factors that may trigger procrastination and feelings of impostorism, such as unclear expectations, insufficient feedback, and lack of community support. Especially in the Chinese academic environment, these factors interact with publication pressure and high academic expectations to create unique challenges. Effective interventions should combine targeted supervisor support with mental health resources, self-regulation training, and cognitive-behavioral strategies.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec29\" class=\"Section2\"\u003e \u003ch2\u003e6.2 Limitations and Future Research Directions\u003c/h2\u003e \u003cp\u003eThis study has several limitations. The sample was drawn exclusively from Chinese doctoral students, limiting the cultural generalizability of the results. The cross-sectional research design cannot establish causal relationships, and self-reported data may be subject to social desirability bias. Furthermore, the study did not examine other potential influencing factors, such as peer relationships and departmental culture.\u003c/p\u003e \u003cp\u003eFuture research should extend to diverse cultural and institutional contexts. Longitudinal designs would help understand causal relationships between variables and their evolution over time. Mixed methods combining objective measurements with subjective reports could provide a more comprehensive understanding of procrastination behaviors. Intervention studies should design differentiated strategies for students with different traits, with particular attention to those with high levels of neuroticism or impostor syndrome.\u003c/p\u003e \u003cp\u003eIn conclusion, this study challenges traditional approaches to supporting doctoral students, emphasizing the necessity of addressing fundamental psychological barriers rather than focusing solely on surface behaviors. The key lies not in simply increasing the amount of support, but in providing more targeted forms of support that meet individual needs, while recognizing the unique influence of Chinese cultural context on these relationships.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClinical trial number: not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHuman Ethics and Consent to Participate\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eD\u003c/strong\u003e\u003cstrong\u003eeclarations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePrior to participation, all participants were duly informed of their rights and responsibilities. The study was conducted in agreement with the guidelines governing research involving human participants, as outlined by the Ethics Committee of Universiti Teknologi Malaysia.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eD\u003c/strong\u003e\u003cstrong\u003eeclaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research was ethically approved by the Ethics Committee of Universiti Teknologi Malaysia (approval number: [NC-12-24-152]).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eD\u003c/strong\u003e\u003cstrong\u003eeclaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConsent to Publish declaration: Not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants provided electronic informed consent before completing the online questionnaires and participating in the interviews.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interest\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eD\u003c/strong\u003e\u003cstrong\u003eeclaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOn behalf of all authors, the corresponding author states that there is no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe quantitative data that support the findings of this study are openly available in figshare at https://figshare.com/s/f0a8c85955bc1b69d4be. 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National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK552775/ \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Supervisor Support, Academic Procrastination, Impostor Syndrome, Neuroticism, Chinese Doctoral Students","lastPublishedDoi":"10.21203/rs.3.rs-5820687/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5820687/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study employs a sequential explanatory mixed-methods design to investigate the relationships between supervisor support, academic procrastination, impostor syndrome, and neuroticism among Chinese doctoral students. The investigation began with a quantitative phase using structural equation modeling to analyze data from 962 participants, followed by a qualitative phase conducting semi-structured interviews with 57 participants to explain and enrich the quantitative findings. Quantitative results reveal that while supervisor support does not directly reduce academic procrastination (β = -0.053, p\u0026thinsp;=\u0026thinsp;0.185), it indirectly affects it through impostor syndrome (β = -0.063, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Neuroticism did not moderate the supervisor support-procrastination relationship (β\u0026thinsp;=\u0026thinsp;0.063, p\u0026thinsp;=\u0026thinsp;0.137). Qualitative findings indicate that supervisor support's effectiveness is often limited by internal psychological barriers, with impostor syndrome emerging as a crucial mediator. Students with high neuroticism showed particular difficulty in benefiting from supervisor support due to emotional distress and overthinking. These findings demonstrate the complex interplay between external support and internal psychological factors in doctoral education, suggesting the need for integrated approaches that combine supportive mentorship with targeted psychological interventions.\u003c/p\u003e","manuscriptTitle":"The Effect of Supervisor Support on Academic Procrastination Among Chinese Doctoral Students: Mediation and Moderation Effects of Impostor Syndrome and Neuroticism","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-06 13:20:01","doi":"10.21203/rs.3.rs-5820687/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"30231c5a-7a52-4054-8fa5-c435dd0731ec","owner":[],"postedDate":"May 6th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-07-24T14:23:17+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-06 13:20:01","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5820687","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5820687","identity":"rs-5820687","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}