The influence of research self-efficacy and learning engagement on Ed.D students' academic achievement
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View abstract on PubMed
Summary
This summary is machine-generated.Doctor of Education (Ed.D.) students
Area Of Science
- Educational Psychology
- Higher Education Studies
Background
- Research self-efficacy is a key psychological factor positively influencing academic performance.
- Limited research exists on enhancing academic achievement specifically for Doctor of Education (Ed.D.) students.
Purpose Of The Study
- To examine the predictive power of research self-efficacy on Ed.D. students' academic achievement.
- To investigate the mediating role of student engagement in this relationship, grounded in social cognitive theory.
Main Methods
- A quantitative study involving 310 Ed.D. students.
- Pearson correlation coefficients were used to analyze relationships between research self-efficacy, learning engagement, and academic achievement.
- Mediation analysis was employed to assess the indirect effects of student engagement.
Main Results
- Significant positive correlations were found among research self-efficacy, learning engagement, and academic achievement.
- Research self-efficacy directly predicted academic achievement.
- Research self-efficacy indirectly influenced academic achievement through the mediating role of student engagement (cognitive, emotional, and behavioral dimensions).
Conclusions
- Higher research self-efficacy in Ed.D. students leads to increased engagement and enhanced academic achievement.
- Findings underscore the importance of learning engagement as a mechanism linking research self-efficacy to academic success.
- Results offer insights for developing interventions to improve Ed.D. students' academic outcomes.
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