Journal Articles

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http://192.168.18.118:4000/handle/20.500.12661/4075

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Browsing Journal Articles by Subject "Academic success"

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    Doctor of philosophy students’ academic success and the role of personal values
    (Emerald, 2024) Jaffu, R.
    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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    The capital for students’ academic success in a PhD journey: the HERO within
    (Emerald, 2023) Jaffu, R; Ndiango, S; Elias, R; Gabriel, D; Ringo, D
    Purpose – This study aimed to examine the influence of psychological capital on the students’ academic success in a PhD journey in Tanzania. Design/methodology/approach – A cross-sectional survey design was used and data were collected through structured questionnaires from 200 PhD students in Tanzania. Confirmatory factor analysis was used to test the measurement model. The hypotheses were empirically tested using structural equation modeling (SEM). Findings – The findings affirm that psychological capital in terms of hope, self-efficacy, resilience and optimism are significant predictors of students’ academic success in a PhD journey. Originality/value – To the best of the authors’ knowledge, this paper is among the first to comprehensively examine the influence of psychological capital on students’ academic success in PhD studies. Previous studies have primarily focused on the undergraduate level. Additionally, this study extends the applicability of conservation of resource (COR) theory to the context of PhD students, demonstrating that psychological capital serves as a crucial resource for them to achieve success in their PhD studies.