How does the servant supervisor influence the employability of postgraduates? Exploring the mechanisms of self-efficacy and academic engagement

Frontiers of Business Research in China

Table 2 Descriptive statistics, reliabilities, and inter-correlations among variables

Variable	Mean	SD	1	2	3	4	5	6	7	8	9	10
1. Gender	0.523	0.499	(−)
2. Age	25.345	2.547	−0.170**	(−)
3. Educational status	1.026	0.156	−0.039	−0.005	(−)
4. School category	1.441	0.724	−0.154**	0.072*	0.081*	(−)
5. Study degree	1.411	0.486	−0.064	0.470**	−0.026	− 0.254**	(−)
6. Studying time	23.883	16.432	−0.132**	0.400**	−0.012	−0.024	0.319**	(−)
7. Employability	3.509	0.754	−0.159**	0.196**	0.071*	0.006	0.186**	0.106**	(0.73)
8. Self-efficacy	3.536	0.526	0.081*	0.091*	0.121**	−0.007	0.053	0.054	0.406**	(0.84)
9. Academic engagement	2.773	0.571	−0.003	0.110**	0.018	−0.037	0.139**	0.064	0.485**	0.371**	(0.85)
10. Servant supervision	3.582	0.661	0.082*	0.016	0.025	−0.045	−0.023	0.044	0.256**	0.256**	0.341**	(0.90)

Notes. Except academic engagement was measured by a 4-point Likert scale, all variables were measured based on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree). Gender coded: 1 = male, 2 = female. Educational status coded: 1 = full-time, 2 = part-time. School category coded: 1 = 985, 2 = 211 nor 985, 3 = neither 985 nor 211. Study degree coded: 1 = master’s degree, 2 = PhD. Reliability coefficients are shown in bold along the diagonal of the table
*p < 0.05, **p < 0.01(two-tailed)