Impact of academic support on students' intrinsic motivation: a transition economy perspective

It is debatable whether the cross-cultural relevance of academic support has universal implications for students' achievement and cognitive learning processes. The salient features of doctoral education include faculty mentorship that fosters intellectual advancement and progressive freedom. This prospective study applied self-determination theory to investigate the impact of supervisor support on students' motivation in transitioning collectivistic educational settings. The study includes self-reported measures of doctoral students (n = 400) from various higher education institutions in India. According to the results, the supervisor's research-related support and voice autonomy support appeared to have a significant impact on students' intrinsic motivation. The study provides valuable insights into faculty mentoring and student professional socialisation. The article addresses the implications of the findings for educational research and contemporary scholarly practices.