Discriminant validity (HTMT0.9 criterion).

This cross-sectional study investigated the effects of value-based leadership and growth mindset on the intrinsic work motivation of Chinese lecturers. In addition, this study used age as a categorical moderator to investigate generational differences between the effects of Millennials and their predecessors. A sample of 518 lecturers from various Chinese universities was used to collect data, and SEM-PLS was used to analyse the data. The results showed that value-based leadership and growth mindset had a significant positive impact on both younger and older lecturers’ intrinsic work motivation, with the effect of value-based leadership on younger lecturers’ intrinsic motivation being significantly stronger than on older lecturers’ intrinsic motivation, whereas the effect of growth mindset on intrinsic work motivation did not differ significantly between the younger and older groups. This study contributes to the existing research literature by contrasting the value-based leadership and growth mindset in relation to lecturers’ intrinsic work motivation across younger and older groups in Chinese higher education settings, where greater heterogeneity between age groups was identified. The findings also provided university administrators with recommendations for boosting the intrinsic work motivation of lecturers, influencing future education policy.

本项横断面研究（cross-sectional study）探讨了价值型领导力（value-based leadership）与成长型思维（growth mindset）对中国高校教师内在工作动机的影响。此外，本研究以年龄作为分类调节变量，探究千禧一代（Millennials）与其前代教师之间的效应代际差异。研究共收集了来自中国多所高校的518名教师的样本数据，并采用偏最小二乘结构方程模型（SEM-PLS）进行数据分析。结果表明：价值型领导力与成长型思维对青年教师与老年教师的内在工作动机均存在显著正向影响；其中，价值型领导力对青年教师内在动机的促进作用显著强于老年教师，而成长型思维对内在工作动机的影响效应在两类年龄群体间无显著差异。鉴于中国高等教育场景中年龄群体异质性更为显著，本研究通过对比该场景下青年与老年教师群体中价值型领导力、成长型思维与教师内在工作动机的关联关系，丰富了现有研究文献。本研究结论可为高校管理者提供提升教师内在工作动机的实践建议，同时为未来教育政策制定提供参考。