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

• 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
• ISSN: 2076-328X; 2076-328X
• DOI: 10.3390/bs14111073

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.