Doctoral students’ academic performance: The mediating role of academic motivation, academic buoyancy, and academic self-efficacy
Understanding influential factors for the academic performance of doctoral students is crucial for supporting their exploration of academic research opportunities and aiding their pursuit of careers in academic research. This study surveyed 659 doctoral students in China, utilizing scales to assess...
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Published in | Heliyon Vol. 10; no. 12; p. e32588 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
England
Elsevier Ltd
30.06.2024
Elsevier |
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Abstract | Understanding influential factors for the academic performance of doctoral students is crucial for supporting their exploration of academic research opportunities and aiding their pursuit of careers in academic research. This study surveyed 659 doctoral students in China, utilizing scales to assess academic motivation, buoyancy, self-efficacy, self-concept, and performance. Based on a partial least squares structural equation modeling (PLS-SEM) analysis, a direct correlation between self-concept and performance was identified. Moreover, motivation, buoyancy, and self-efficacy were significant mediators in the relationship between self-concept and performance. To significantly enhance self-concept's impact on doctoral students' academic performance, educators should endeavor to enhance students' motivation, buoyancy, and self-efficacy. This endeavor will contribute to the discourse on academic performance and its underlying psychological mechanisms. |
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AbstractList | Understanding influential factors for the academic performance of doctoral students is crucial for supporting their exploration of academic research opportunities and aiding their pursuit of careers in academic research. This study surveyed 659 doctoral students in China, utilizing scales to assess academic motivation, buoyancy, self-efficacy, self-concept, and performance. Based on a partial least squares structural equation modeling (PLS-SEM) analysis, a direct correlation between self-concept and performance was identified. Moreover, motivation, buoyancy, and self-efficacy were significant mediators in the relationship between self-concept and performance. To significantly enhance self-concept's impact on doctoral students' academic performance, educators should endeavor to enhance students' motivation, buoyancy, and self-efficacy. This endeavor will contribute to the discourse on academic performance and its underlying psychological mechanisms.Understanding influential factors for the academic performance of doctoral students is crucial for supporting their exploration of academic research opportunities and aiding their pursuit of careers in academic research. This study surveyed 659 doctoral students in China, utilizing scales to assess academic motivation, buoyancy, self-efficacy, self-concept, and performance. Based on a partial least squares structural equation modeling (PLS-SEM) analysis, a direct correlation between self-concept and performance was identified. Moreover, motivation, buoyancy, and self-efficacy were significant mediators in the relationship between self-concept and performance. To significantly enhance self-concept's impact on doctoral students' academic performance, educators should endeavor to enhance students' motivation, buoyancy, and self-efficacy. This endeavor will contribute to the discourse on academic performance and its underlying psychological mechanisms. Understanding influential factors for the academic performance of doctoral students is crucial for supporting their exploration of academic research opportunities and aiding their pursuit of careers in academic research. This study surveyed 659 doctoral students in China, utilizing scales to assess academic motivation, buoyancy, self-efficacy, self-concept, and performance. Based on a partial least squares structural equation modeling (PLS-SEM) analysis, a direct correlation between self-concept and performance was identified. Moreover, motivation, buoyancy, and self-efficacy were significant mediators in the relationship between self-concept and performance. To significantly enhance self-concept's impact on doctoral students' academic performance, educators should endeavor to enhance students' motivation, buoyancy, and self-efficacy. This endeavor will contribute to the discourse on academic performance and its underlying psychological mechanisms. |
ArticleNumber | e32588 |
Author | Zhou, Zhen Chen, Xieling Guo, Huifen Ma, Fengqi |
Author_xml | – sequence: 1 givenname: Huifen orcidid: 0000-0002-4938-8021 surname: Guo fullname: Guo, Huifen organization: School of Education, Guangzhou University, Guangzhou, Guangdong, 510006, China – sequence: 2 givenname: Zhen surname: Zhou fullname: Zhou, Zhen organization: School of Mechanical and Electrical Engineering, Guangzhou University, Guangzhou, Guangdong, 510006, China – sequence: 3 givenname: Fengqi surname: Ma fullname: Ma, Fengqi organization: School of Education, Guangzhou University, Guangzhou, Guangdong, 510006, China – sequence: 4 givenname: Xieling orcidid: 0000-0003-3417-7421 surname: Chen fullname: Chen, Xieling email: xielingchen0708@gmail.com organization: School of Education, Guangzhou University, Guangzhou, Guangdong, 510006, China |
BackLink | https://www.ncbi.nlm.nih.gov/pubmed/39021903$$D View this record in MEDLINE/PubMed |
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Keywords | Doctoral students Academic self-concept Multiple mediating Academic buoyancy Academic performance |
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