The Influence of Multiple Factors on Musicology Doctoral Students' Academic Performance: An Empirical Study Based in China

As doctoral education evolves globally, the focus intensifies on doctoral candidates' academic performance and psychological well-being. Previous research has studied the effects of individual, societal, and environmental factors on students' academic achievements. However, there is still...

Full description

Saved in:
Bibliographic Details
Published in:Behavioral sciences 2024-11, Vol.14 (11), p.1073
Main Authors: Yan, Tingyu, Yu, Hong, Tang, Jiajun
Format: Article
Language:English
Subjects:
20th century
Academic achievement
academic anxiety
Academic degrees
Analysis
Anxiety
Citation indexes
Collaboration
Critical thinking
doctoral students’ academic performance
Education policy
Forecasts and trends
Graduate students
Graduate studies
Health aspects
Higher education
Humanities
Influence
Learning
Mental depression
Mental health
Music
Musicology
Parenting
Psychological research
public health
Social aspects
Social networks
Social sciences
Students
Success
Surveys
teacher support
Time management
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:As doctoral education evolves globally, the focus intensifies on doctoral candidates' academic performance and psychological well-being. Previous research has studied the effects of individual, societal, and environmental factors on students' academic achievements. However, there is still a lack of investigation into how these factors interact, especially in the domains of arts. This study surveyed 213 Chinese musicology doctoral students and adopted Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate how various factors affect academic and mental health outcomes. The analysis shows that factors including teacher support, student engagement, and well-being positively influence academic performance, while academic anxiety negatively impacts academic performance. Moreover, variables help diminish academic anxiety, encompassing self-efficacy, parental support, time management skills, and student engagement. Meanwhile, enhanced doctoral students' well-being is related to robust teacher support, facilitating conditions, and active student engagement. Notably, students who experience academic anxiety about their studies generally have lower well-being. These findings indicate that alleviating academic anxiety, refining academic resources, and reinforcing mental health supports can foster academic and psychological outcomes for doctoral students. Our study contributes vital empirical data to developing higher education policies, benefiting doctoral students' mental health and academic success.
ISSN:2076-328X
2076-328X
DOI:10.3390/bs14111073