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Research self-efficacy and research productivity: evidence from academics in Tanzanian public higher education institutions
By Sinyati Ndiango
Purpose: This study aims to examine the influence of research self-efficacy (RSE) on academics' research productivity (RPR) in public higher education institutions in Tanzania. Design/methodology/approach: A cross-sectional design was utilized to collect and analyze data from 247 academics in four public higher education institutions in Tanzania. Findings: The findings show that RSE has a positive and significant influence on academics' RPR in higher education (ß = 0.657 and p < 0.001). Practical implications: Higher education institutions should focus on creating a favorable work environment that fosters academics' RSE so as to enhance more productivity in terms of research. Originality/value: The results of this study expand the aspects in which social cognitive theory can be applied in Tanzania's higher education institutions. On the other hand, by conducting empirical-based research on the influence of RSE on RPR in developing nations like Tanzania, the findings contribute to the literature on RSE and RPR. © 2023, Emerald Publishing Limited.
The capital for students' academic success in a PhD journey: the HERO within
By Sinyati Ndiango
PurposeThis study aimed to examine the influence of psychological capital on the students' academic success in a PhD journey in Tanzania.Design/methodology/approachA 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).FindingsThe 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/valueTo 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.
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