The Moderating Effect of Supervisory Support on the Relationship between Emotional Intelligence and Learning Motivation

The purpose of this research is to determine how supervisory support moderates the impact of emotional intelligence on learning motivation among doctoral students in Malaysian public universities. Accordingly, by evaluating this aspect, we advance the knowledge pertaining to factors that affect the recipients' success in newly established academic settings. To fill the gaps in the literature on doctoral education in Malaysia, the study incorporates emotional intelligence as the independent variable and supervisory support as the moderator. The collected quantitative data were from 358 participants, all of whom were doctoral students. Respondent data were analyzed through Structural Equation Modeling (SEM) using AMOS. It is established that supervisory support plays a moderating role in the relationship that exists between emotional intelligence and learning motivation. These studies contribute to the current knowledge on learning motivation in Malaysian doctorate programmes and again stress the significance of developing doctoral supervisors' emotional intelligence and enacting ethical supervisory practices for completion of doctoral education in Malaysia. Given these findings, this study puts forward a number of recommendations concerning the improvement of doctoral training, development of effective supervisory practices, and policymaking in the context of Malaysian HEIs and can be useful for other developing countries.