Miao Haifei, Zhao Lixing, Wang Zhigang
School of Education, Shaanxi Normal University, Xi'an, China.
Faculty of Education and Liberal Studies, City University of Malaysia, Kuala Lumpur, Malaysia.
Front Psychol. 2025 Jun 25;16:1600533. doi: 10.3389/fpsyg.2025.1600533. eCollection 2025.
Doctor of education (Ed.D) is a professional degree designed to cultivate highly specialized professionals in education, teaching, and educational leadership. Ed.D holds a crucial position within the higher education system, with its core mission being the cultivation of high-quality talent who possess strong research creativity. However, limited research has specifically addressed how to enhance the research creativity of Ed.D students in higher education.
This study utilized a structural equation modeling approach to investigate the influence of mentor support on Ed.D students research creativity, with a focus on the chain mediating effects of research self-efficacy and learning engagement. A sample of 366 Chinese Ed.D students was surveyed using validated scales for mentor support, research self-efficacy, learning engagement, and research creativity.
The findings indicate that mentor support is significantly positively correlated with the research creativity of Ed.D students; research self-efficacy and learning engagement serve as mediators in the relationship between mentor support and research creativity. Moreover, the average scores for Ed.D students' research self-efficacy and learning engagement are comparatively low, with male students reporting higher levels of research self-efficacy and research creativity on average.
These results provide empirical support and practical recommendations for enhancing the research ability of Ed.D students.
教育博士（Ed.D）是一个专业学位，旨在培养教育、教学和教育领导领域的高度专业化专业人才。教育博士在高等教育体系中占据关键地位，其核心使命是培养具有强大研究创造力的高素质人才。然而，专门针对如何提高高等教育中教育博士研究生研究创造力的研究有限。
本研究采用结构方程建模方法，以研究自我效能感和学习投入的链式中介效应为重点，探讨导师支持对教育博士研究生研究创造力的影响。使用经过验证的量表，对366名中国教育博士研究生进行了关于导师支持、研究自我效能感、学习投入和研究创造力的调查。
研究结果表明，导师支持与教育博士研究生的研究创造力显著正相关；研究自我效能感和学习投入在导师支持与研究创造力的关系中起中介作用。此外，教育博士研究生的研究自我效能感和学习投入的平均得分相对较低，平均而言，男学生的研究自我效能感和研究创造力水平较高。
这些结果为提高教育博士研究生的研究能力提供了实证支持和实践建议。
