Establishing Academic Identities Through Professional Socialisation During the COVID-19 Pandemic: A Doctoral Student, Institutional Member, or Early Career Researcher?

Li, Jiaqi; Zhang, Jing

doi:10.1007/978-981-19-7757-2_9

Research and Teaching in a Pandemic World 2022

DOI: 10.1007/978-981-19-7757-2_9

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Establishing Academic Identities Through Professional Socialisation During the COVID-19 Pandemic: A Doctoral Student, Institutional Member, or Early Career Researcher?

Jiaqi Li¹,

Jing Zhang²

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Cited by 2 publications

References 28 publications

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Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States

2024

System

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Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States

2024

System

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Exploring the influence of core self-evaluation on students’ academic self-efficacy: a qualitative study considering anxiety and interpersonal responses

Zeb,

Khan,

Yan

2025

JARHE

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PurposeThis study explores the influence of core self-evaluation (CSE) on students’ academic self-efficacy, anxiety and interpersonal responses. It investigates how internal beliefs impact academic success among Chinese higher education students.Design/methodology/approachA qualitative research design was employed, using semi-structured interviews with 30 students from various disciplines at H University. The thematic analysis was utilized to interpret the data.FindingsThe findings suggest that students with higher levels of CSE exhibit greater academic confidence and can manage academic-related stress and depression. Positive interpersonal responses enhanced academic self-efficacy, confidence and inner motivation, serving as a buffer against the negative effects of anxiety. Moreover, students’ perceptions of their emotional stability and control contributed significantly to their academic confidence and resilience.Research limitations/implicationsThe study is limited by its qualitative nature and the sample size, which is restricted to one university. These limitations may affect the generalizability of the findings. Future research could employ a mixed-methods approach to corroborate these findings across different cultural settings and educational systems.Practical implicationsThe study highlights the importance of a supportive educational environment that fosters positive self-evaluations and interpersonal responses to enhance students' academic self-efficacy. Educational institutions should consider integrating psychological support mechanisms and opportunities for developing interpersonal skills within their curricula.Originality/valueThis research contributes to the limited literature on the impact of core self-evaluation in Chinese higher education, particularly highlighting the complex relationship between personal beliefs, emotional management and social interactions in shaping academic outcomes.

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Establishing Academic Identities Through Professional Socialisation During the COVID-19 Pandemic: A Doctoral Student, Institutional Member, or Early Career Researcher?

Cited by 2 publications

References 28 publications

Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States

Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States

Exploring the influence of core self-evaluation on students’ academic self-efficacy: a qualitative study considering anxiety and interpersonal responses

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