Moderating Impact of Supervisor Support on Knowledge Seeking Intention of International Students: A Conceptual Framework

Khuram, Waqas; Wang, Yanqing; Khalid, Aisha

doi:10.51508/intcess.2021163

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…In this study's context, KSI refers to the extent to which students willingly engage in activities that could help them acquire knowledge (Agolla et al, 2019;Chia-An Tsai & Kang, 2019;Khuram, Wang, et al, 2021b;Veeravalli et al, 2019).…”

Section: Knowledge Seeking Intention (Ksi)mentioning

confidence: 99%

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

Khuram,

Wang,

Anjum

et al. 2022

Croatian Journal of Education

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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.

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Section: Knowledge Seeking Intention (Ksi)mentioning

confidence: 99%

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

Khuram,

Wang,

Anjum

et al. 2022

Croatian Journal of Education

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“…Prior studies have found that a supportive supervisor significantly influences an individual's commitment that enables them to perform high and achieve goals (Khuram et al, 2021b;Yang et al, 2020), ultimately leading to productivity in doctoral research. Therefore, this study aims to examine the relationship between SS and research productivity.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2023

Self Cite

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This research investigates the impact of supportive supervisors on doctoral students’ research productivity, with parallel mediation effects of academic engagement and academic psychological capital as two mediators. Data has been collected through an online survey from international doctoral students ( N = 415) studying in six research-oriented universities in mainland China. Confirmatory factor analysis and structural modeling were used in the analysis and mediation analysis conducted by adopting the 04 Model in PROCESS. The results indicated that a supportive supervisor is positively related to research productivity. Student psychological factors—academic engagement and academic psychological capital—partially mediate the relationship between supportive supervisors and research productivity. The findings suggest that the supervisor’s supportive behavior is essential for encouraging students’ academic engagement and academic psychological capital. Furthermore, students are more productive, and their engagement and psychological resources are increased under supportive supervision, which ultimately significantly increases their research productivity.

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Academic attitude and subjective norms effects on international doctoral students’ academic performance self-perceptions: A moderated-mediation analysis of the influences of knowledge- seeking intentions and supervisor support

Khuram

Wang

Khan

et al. 2021

Journal of Psychology in Africa

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Moderating Impact of Supervisor Support on Knowledge Seeking Intention of International Students: A Conceptual Framework

Cited by 4 publications

References 20 publications

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

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

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

Academic attitude and subjective norms effects on international doctoral students’ academic performance self-perceptions: A moderated-mediation analysis of the influences of knowledge- seeking intentions and supervisor support

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