Factors Affecting Academic Performance of International Students in China: A Theory of Reasoned Action Approach / Čimbenici koji utječu na akademsku uspješnost međunarodnih studenata u Kini: teorija pristupa razumnoga djelovanja

Abstract

This study aimed to investigate the factors affecting the academic performance of international doctoral students in China. In particular, using insights from the theory of reasoned action, this study analyzed the interplay of academic attitude, subjective norms, knowledge-seeking intention, and academic performance. Data were collected from 415 international doctoral students from six universities in China (61.4% male; 38.6% female; 45.5% Asian; 40% African; 9.4 % European; and 5.1% American). SPSS (version 23) and AMOS (version 22) were used for data analyses. While academic attitude, subjective norms, and knowledge-seeking intentions were found to be positively associated with academic performance, knowledge-seeking intentions mediated the positive relationships of academic attitude and subjective norms with academic performance. The findings suggest that students’ positive attitude toward studies and subjective norms are critical to their academic performance. Implications for theory and practice are discussed.Key words: academic attitude; academic performance; knowledge-seeking intention; students; subjective norms; university. --- SažetakOvo je istraživanje imalo za cilj istražiti čimbenike koji utječu na akademsku izvedbu međunarodnih doktorskih studija u Kini. Konkretno, koristeći uvide iz teorije razumnoga djelovanja, u ovoj se studiji analiziralo međudjelovanje akademskoga stava, subjektivnih normi, namjere traženja znanja i akademskoga uspjeha. Podatci su prikupljeni od 415 studenata međunarodnnih doktorskih studija sa šest sveučilišta u Kini (muškarci = 61,4 %, žene = 38,6 %; Azijci = 45,5 %, Afrikanci = 40 %, Europljani 9,4 % i Amerikanci 5,1%). Za analizu podataka korišteni su SPSS (verzija 23) i AMOS (verzija 22). Dok je utvrđeno da su akademski stav, subjektivne norme i namjere traženja znanja pozitivno povezani s akademskim uspjehom, namjere traženja znanja posreduju u pozitivnim odnosima akademskoga stava i subjektivnih normi s akademskim uspjehom. Nalazi upućuju na to da su pozitivan stav studentata prema studiju i subjektivne norme ključni za njihov akademski uspjeh. Raspravljaju se implikacije za teoriju i praksu.Ključne riječi: akademski stav; akademski uspjeh; namjera traženja znanja subjektivne norme; studenti; sveučilište.

Class participation and feedback as enablers of student academic performance

“…One possible explanation might be that some students do take advantage of the WICAT, motivated by a positive attitude toward the subject and a desire to acquire knowledge in the long term. Previous studies have shown that students’ academic attitudes positively and significantly predict their knowledge-seeking intentions and academic performance (Khuram, Wang, Khan, & Khalid, 2021; Khuram et al, 2022). However, another group of students may not benefit from the tool’s advantages.…”

Impact of Supportive Supervisor on Doctoral Students’ Research Productivity: The Mediating Roles of Academic Engagement and Academic Psychological Capital

“…Control Variable. Age, gender, major, country, and year in current degree programs have been demonstrated to impact research productivity (Khuram et al, 2022;Horta et al, 2018); therefore, these control variables are considered and included in our study.…”