{"title":"哲学博士学生的学业成功与个人价值观的作用","authors":"Richard Jaffu","doi":"10.1108/jarhe-11-2023-0530","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>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).</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>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 <em>p</em> value of < 0.001, self-enhancement values have an ß of 0.173 and <em>p</em>-value of < 0.001 and conservation values have ß of 0.339 and <em>p</em>-value of < 0.001.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>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.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Doctor of philosophy students’ academic success and the role of personal values\",\"authors\":\"Richard Jaffu\",\"doi\":\"10.1108/jarhe-11-2023-0530\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>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.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>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).</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>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 <em>p</em> value of < 0.001, self-enhancement values have an ß of 0.173 and <em>p</em>-value of < 0.001 and conservation values have ß of 0.339 and <em>p</em>-value of < 0.001.</p><!--/ Abstract__block -->\\n<h3>Practical implications</h3>\\n<p>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.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>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.</p><!--/ Abstract__block -->\",\"PeriodicalId\":45508,\"journal\":{\"name\":\"Journal of Applied Research in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-03-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Applied Research in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/jarhe-11-2023-0530\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied Research in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/jarhe-11-2023-0530","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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