Transformational Leadership and Innovative Organizational Culture on Students' Innovation Behavior with The Mediation of Intrinsic Motivation and Self-Efficacy

Hasan Basri; Horas  Julius; Umi Narimawati; Jaja Suteja; Yusuf Arifin

doi:10.15575/jieb.v6i1.55263

Authors

Hasan Basri Universitas Pasundan, Indonesia
Horas Julius Universitas Pasundan, Indonesia
Umi Narimawati Universitas Komputer Indonesia, Indonesia
Jaja Suteja Universitas Pasundan, Indonesia
Yusuf Arifin Universitas Pasundan, Indonesia

DOI:

https://doi.org/10.15575/jieb.v6i1.55263

Keywords:

Innovative Organizational Culture, Intrinsic Motivation, KIP-K, Self-Efficacy, Students’ Innovative Behavior, Transformational Leadership

Abstract

Student innovative behavior is increasingly important for higher education institutions in preparing graduates to respond creatively to academic and socioeconomic challenges. However, institutional factors such as transformational leadership and innovative organizational culture may not directly translate into innovative behavior without the involvement of students’ psychological resources. This study examines the influence of transformational leadership and innovative organizational culture on students’ innovative behavior by investigating the mediating roles of intrinsic motivation and self-efficacy. A quantitative explanatory survey was conducted involving 210 KIP-K (Kartu Indonesia Pintar–Kuliah) recipient students enrolled in private higher education institutions in the Greater Bandung Area. Data were analyzed using Structural Equation Modeling (SEM). The findings indicate that transformational leadership (β = 0.38; t = 3.60) and innovative organizational culture (β = 0.30; t = 2.93) have positive and significant effects on intrinsic motivation. Intrinsic motivation significantly influences self-efficacy (β = 0.55; t = 5.75), while self-efficacy has the strongest direct effect on students’ innovative behavior (β = 0.64; t = 5.81). Furthermore, transformational leadership and innovative organizational culture do not demonstrate statistically significant direct effects on students’ innovative behavior. However, both variables exert positive and significant indirect effects through intrinsic motivation and self-efficacy. These findings demonstrate that institutional support contributes to student innovation primarily by strengthening internal psychological resources. This study contributes to the literature by integrating institutional and psychological factors into an explanatory framework of students’ innovative behavior, particularly among KIP-K recipient students. Practically, higher education institutions should foster empowering leadership and innovation-oriented cultures while strengthening students’ intrinsic motivation and self-efficacy.

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