Psychological Dynamics Underlying Academic Performance in Doctoral Students
, Roger Pedro Norabuena-FigueroaTo evaluate the relationship between psychological capital, academic motivation, and academic performance in doctoral students and to develop a structural equation model that elucidates the interplay among these three variables, providing a comprehensive framework to better understand the factors influencing academic outcomes at the doctoral level.
Current research on the relationship between these variables in doctoral students is limited, with mostly independent approaches to each variable. This study seeks to overcome this research gap by exploring the intersection of these variables, providing a more holistic understanding of the motivational processes and positive psychological resources that impact the academic and personal success of doctoral students.
A quantitative approach with a non-experimental design and cross-sectional and correlational scope. The sample was collected by simple random sampling; 190 doctoral students participated, 82 men and 108 women. Three online scales were applied: the University Academic Performance Scale, the Short Academic Motivation Scale (SAMS), and the Psychological Capital Scale (PsyCap Scale). The following programs were used for data processing: SPSS version 25, AMOS version 24, and R-Project, and a six-step statistical procedure detailed in the manuscript was followed for data analysis.
This paper significantly advances doctoral education by addressing critical gaps and proposing valuable insights for future research. It offers a comprehensive understanding of challenges within doctoral programs, emphasizing factors like work-study balance and student well-being. Additionally, it advocates for a shift towards a positive paradigm, focusing on well-being and academic motivation. This paper catalyzes further innovation, fostering a deeper understanding of the doctoral experience.
The three scales had a high internal consistency: PsyCap 0.858, AMS 0.844, and University Academic Performance 0.767. It is observed that the internal correlations with the dimensions are high. It was found that 38% of the respondents had a low level of PsyCap, 35% had a low level of academic motivation, and 36% had a high level of university academic performance. Amotivation was a singular behavior that was discussed in the study since all the responses were in the two extremes, high and low, with 0% at the medium level. It is observed that there are significant differences between males and females concerning academic motivation, and there are also significant differences between study cycles in academic motivation and performance. The occurrence of a “motivational curve” in doctoral students has been discovered. This finding shows a high motivation at the beginning of the doctoral program, an abrupt drop during the intermediate cycles, and a progressive and sustained rebound towards the final cycles, reaching the highest motivational peak at the end. It is observed that all the dimensions of the PsyCap variable are linearly positively related, with predominance in the Self-efficacy dimension (0.839); likewise, all the dimensions of the Academic Motivation variable are linearly positively related, with predominance in the Intrinsic Motivation to Know dimension (0.887). In addition, all the dimensions of the variable University Academic Performance are linearly positively related, with predominance in the dimension Contribution in academic activities (0.862). On the other hand, Introjected Regulation is positively related to the organization of teaching resources (0.198), organization of teaching resources is positively related to Self-efficacy (0.122), and Dedication to Study is negatively related to Resilience (-0.150). Some covariance errors were detected, and finally, according to the fit indicators, the estimated structural model is acceptable.
Practitioners should develop tailored support programs focusing on building PsyCap and academic motivation, implement early intervention strategies to counteract motivational declines, adopt gender-sensitive approaches, integrate positive psychology practices, promote collaboration among students, continuously monitor program effectiveness, and provide faculty training to create a supportive academic environment.
Researchers should further explore the dynamic interplay between PsyCap, academic motivation, and performance longitudinally, employing mixed methods approaches to capture nuanced experiences. Additionally, investigating the effectiveness of intervention strategies targeting these variables and examining cultural and contextual influences on motivation and performance can enrich understanding and inform evidence-based practices.
Understanding the relationship between PsyCap, academic motivation, and university academic performance in doctoral students has significant implications for society. By elucidating the factors that contribute to academic success, this research can inform the development of more effective support systems within educational institutions. Empowering doctoral students with the psychological resources and motivation needed to thrive academically not only enhances individual well-being but also fosters innovation, knowledge creation, and societal advancement. Ultimately, by nurturing the next generation of scholars and researchers, this work contributes to the cultivation of a more knowledgeable, resilient, and prosperous society.
Among the limitations of the study was that the cross-sectional design restricted the possibility of establishing causal relationships since the data were collected at a single point in time. In addition, generalization of the findings should be approached with caution due to the size and composition of the sample, which was limited to doctoral students from a single country. The exclusive use of self-report scales could also have generated response and perception biases. Future research could adopt mixed approaches that integrate qualitative techniques to delve deeper into participants’ meanings and experiences.
Also, the use of larger samples, including cross-country comparative studies, would allow for a more robust understanding of the relationship between psychological capital, academic motivation, and doctoral performance. Longitudinal designs would offer a better evaluation of the evolution of these variables over time. Regarding future thematic lines of research, there is a need to delve deeper into the balance between study, work, and doctoral well-being, as well as the success factors in face-to-face and virtual dynamics in the supervisor-candidate relationship and emotional management in the academic writing process. In addition, analyzing the motivational curve, characterized by a start with high motivation, an intermediate fall, and a final rebound, would allow the design of interventions to mitigate its impact on mental health and academic progress. Likewise, identifying risk and protective factors would contribute to strengthening the resilience of doctoral students.
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