Academic innovation is the key to China's building"double first-class"universities and increasing national innovative capacity.Based on self-determination theory,this mixed methods research is to explore the mechanism of how organizational sup-port influences returnee teachers'academic innovative behavior.It is found that:1)Chinese returnee teachers are rather unsatisfied with the organization support they received,esp.regarding"material resources","research environment"and"academic evaluation";2)organizational support has a direct negative impact on returnee teachers'academic innovative behavior.Nevertheless,with the introduction of"psychological needs"as a mediator,that direct negative impact can be turned into indirect positive one.According to self-determination theory,to further improve the innovative behavior of returnee teachers,higher education institutions in China should provide sufficient material resources to satisfy those teachers'needs for competence,a good research environment to satisfy their needs for connection,and,last but not least,development-oriented academic evaluation to satisfy their needs for autonomy.
organizational supportpsychological needsChinese returnee teachersacademic innovative behaviorself-determina-tion theory
NETL
NSTL
万方数据
