School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China.
Teachers College, Columbia University, New York, NY 10027, USA.
Int J Environ Res Public Health. 2023 Mar 3;20(5):4518. doi: 10.3390/ijerph20054518.
Student academic performance is an important indicator of doctoral education quality, but limited research has focused on how multiple influential factors of doctoral students' academic performance work together. This study aims to explore the factors significantly affecting the academic performance of mathematics education doctoral students in Indonesia. Several factors were recognized from prior studies, such as the fear of delay, student engagement, parental support, teacher support, facilitating conditions, stress level, and well-being. An online questionnaire was designed and answered by a total of 147 mathematics education doctoral students. The partial least squares structural equation modeling (PLS-SEM) approach was adopted to analyze the questionnaire data. The results suggested that teacher support had the strongest positive effects on mathematics education doctoral students' academic performance in Indonesia. Student engagement was the most significant positive factor in improving doctoral students' well-being, while parental support could most significantly reduce their stress levels. Practically, these results are expected to provide implications to universities and supervisors regarding the improvement of doctoral students' well-being to promote their academic success and further the quality of doctoral programs in education. Theoretically, these results can also contribute to building an empirical model that can be used to explore and explain how multiple factors could affect doctoral students' academic performance in other contexts.
学生的学业表现是博士教育质量的一个重要指标，但关于博士生学业表现的多个影响因素如何共同作用的研究还很有限。本研究旨在探讨影响印度尼西亚数学教育博士生学业表现的因素。从先前的研究中确定了几个因素，例如延迟恐惧、学生参与度、父母支持、教师支持、促进条件、压力水平和幸福感。设计了一份在线问卷，共有 147 名数学教育博士生回答了问卷。采用偏最小二乘结构方程建模（PLS-SEM）方法分析问卷数据。结果表明，教师支持对印度尼西亚数学教育博士生的学业表现有最强的积极影响。学生参与度是提高博士生幸福感的最重要积极因素，而父母支持可以最大程度地降低他们的压力水平。实际上，这些结果有望为大学和导师提供有关提高博士生幸福感以促进其学业成功和进一步提高教育博士课程质量的启示。从理论上讲，这些结果还可以为建立一个可以用来探索和解释在其他背景下多个因素如何影响博士生学业表现的经验模型做出贡献。
