Alismail Abdulaziz Mohammed, Alqurashi Mazen Saleh, Almulla Mazen Omar
Department of the Education and Psychology, College of Education, King Faisal University, Hofuf, Saudi Arabia.
Ministry of Education, Taif, Saudi Arabia.
Psychiatr Q. 2025 Mar;96(1):183-200. doi: 10.1007/s11126-025-10117-x. Epub 2025 Jan 24.
The present study employed network analysis to explore the interrelationships between academic self-efficacy, psychological empowerment, and the need for knowledge at the symptom level among graduate students. Three hundred fifty-three graduate students from King Faisal University, Hofuf, Saudi Arabia (63.5% male, 72.2% in the 25-35 age range) completed the Psychological Empowerment Scale, Need for Cognition Scale (NCS), and Academic Self-Efficacy Scale as self-report measures. Different R-Studio programming software packages, such as "graph," "network tools," and "botnet," were used to analyze the current study's data. The most central node on the network analysis was Self.2 (history of success/failure), with the greatest betweenness (2.18), closeness (1.84), and strength (1.86). This node showed that it was essential for connecting other variables, despite having an expected negative effect (-0.37). Then there was also Psy.4 (impact), which showed a high centrality of betweenness 1.13 and closeness 1.29. Indeed, positive edges for Self.2 (previous successes/failures) and MB (Need for Cognition) (edge weight 0.37) clearly showed that good past experiences increased cognitive activity. A Bridge Betweenness of 10 was the most significant bridge node (Self.4 (university behavior) in the bridge analysis), linking network elements. Bootstrapped confidence intervals proved that these connections remained stable, ensuring the network was robust over resamples. Enhancing graduate students' self-efficacy and psychological empowerment, particularly through positive past experiences, could improve their academic performance and cognitive engagement. Future research should explore the implications of these findings for designing interventions to foster academic success.
本研究采用网络分析方法，探讨研究生在症状层面上学术自我效能感、心理授权和求知需求之间的相互关系。来自沙特阿拉伯胡富夫法赫德国王大学的353名研究生（63.5%为男性，72.2%年龄在25 - 35岁之间）完成了心理授权量表、认知需求量表（NCS）和学术自我效能量表作为自我报告测量工具。使用了不同的R-Studio编程软件包，如“graph”“network tools”和“botnet”来分析本研究的数据。网络分析中最核心的节点是Self.2（成功/失败历史），其具有最高的中介中心性（2.18）、接近中心性（1.84）和强度（1.86）。该节点表明，尽管有预期的负面影响（-0.37），但它对于连接其他变量至关重要。然后是Psy.4（影响），其显示出较高的中介中心性1.13和接近中心性1.29。确实，Self.2（过去的成功/失败）和MB（认知需求）之间的正边（边权重0.37）清楚地表明，良好的过去经历会增加认知活动。在桥接分析中，桥接中介中心性为10的是最显著的桥接节点（Self.4（大学行为）），连接着网络元素。自抽样置信区间证明这些连接保持稳定，确保网络在重抽样中具有稳健性。提高研究生的自我效能感和心理授权，特别是通过积极的过去经历，可以提高他们的学业成绩和认知参与度。未来的研究应该探索这些发现对设计促进学术成功的干预措施的意义。
