哲学博士学生的学业成功与个人价值观的作用

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Applied Research in Higher Education Pub Date : 2024-03-21 DOI:10.1108/jarhe-11-2023-0530
Richard Jaffu
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引用次数: 0

摘要

目的本研究确定了个人价值观在坦桑尼亚哲学博士(Ph.D.)学生学业成功中的作用。设计/方法/途径本研究采用横断面调查设计,200 名坦桑尼亚大学的博士生参与了问卷调查。研究结果表明,个人价值观会影响博士生的学业成功。结果表明,个人价值观影响着博士生的学业成功,其中,开放求变价值观的 ß 值为 0.209,p 值为 0.001;自我提升价值观的 ß 值为 0.173,p 值为 0.001;保护价值观的 ß 值为 0.339,p 值为 0.001。本研究的结果拓展了施瓦茨人类基本价值观理论在解释坦桑尼亚大学博士生学业成功方面的应用。以往应用该理论的研究都是基于中学生和大学生。此外,据作者所知,本研究是较早系统探讨个人价值观对博士生学业成功所起作用的研究之一。因此,本研究对现有关于个人价值观和学业成功的文献有所贡献,因为以往关于这一主题的研究无法孤立地考察博士生的成功。
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Doctor of philosophy students’ academic success and the role of personal values

Purpose

The study determined the role of personal values in doctor of philosophy (Ph.D.) students’ academic success in Tanzania. Specifically, it looked into the influence of openness to change values, self-enhancement values and conservation values on Ph.D. students’ academic success.

Design/methodology/approach

The study employed a cross-sectional survey design, in which 200 Ph.D. students from Tanzanian universities were involved by responding to a questionnaire. The relationship between the variables was determined by using structural equation modeling, and testing of the measurement model was done by confirmatory factor analysis (CFA).

Findings

The results indicate that personal values influence Ph.D. students’ academic success. Particularly, openness to change values have an ß value of 0.209 and p value of < 0.001, self-enhancement values have an ß of 0.173 and p-value of < 0.001 and conservation values have ß of 0.339 and p-value of < 0.001.

Practical implications

In the quest to improve Ph.D. students’ academic success, universities and Ph.D. students should foster openness to change values, self-enhancement values and conservation values in Ph.D. students.

Originality/value

The results of this study extend the use of the Schwartz theory of basic human values in explaining the academic success of Ph.D. students in Tanzanian universities. Past studies that applied this theory were based on secondary school and college students. Moreover, based on the author’s knowledge, this study is one of the early studies to systematically look into the role of personal values on Ph.D. students’ academic success. Thus, the study contributes to the existing literature on personal values and academic success because previous studies on this subject could not examine Ph.D. students’ success in isolation.

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来源期刊
Journal of Applied Research in Higher Education
Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.80%
发文量
63
期刊介绍: Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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