ArticleFrontiers in psychology2026
Psychological ownership and academic identity: unveiling their roles in promoting teaching innovation.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Teaching innovation is increasingly important in higher education, yet the psychological mechanisms through which faculty members integrate research and teaching remain insufficiently understood. This study investigates the relationship between psychological ownership of research and teaching innovation, focusing on the mediating role of academic identity and the moderating effects of perceived organizational support and professional identity. Methods: Data were collected from 452 faculty members across research universities, applied universities, and vocational colleges in China. Structural equation modeling was used to test the hypothesized mediation and moderation effects, as well as institutional differences among university types. Results: The results show that psychological ownership of research does not directly affect teaching innovation. However, it significantly promotes teaching innovation indirectly through academic identity. Perceived organizational support strengthens the relationship between psychological ownership of research and academic identity. In contrast, professional identity does not significantly moderate the relationship between academic identity and teaching innovation. Further analysis reveals institutional differences, with stronger effects observed in research-oriented universities. Discussion: These findings highlight the importance of academic identity as a psychological pathway linking research engagement to teaching innovation. They also suggest that organizational support can enhance faculty members' identification with their academic roles, thereby promoting innovative teaching practices. The study contributes to understanding how psychological and institutional factors shape teaching innovation and offers practical implications for higher education institutions seeking to support the integration of research and teaching.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.