Original scientific paper
https://doi.org/10.15516/cje.v24i3.4317
Factors Affecting Academic Performance of International Students in China: A Theory of Reasoned Action Approach
Waqas Khuram
orcid.org/0000-0002-8940-6802
; School of Management Harbin Institute of Technology 13 Fayuan Street, Nangang District Harbin, Heilongjiang 150001, China
Yanqing Wang
; School of Management Harbin Institute of Technology 13 Fayuan Street, Nangang District Harbin, Heilongjiang 150001, China
Muhammad Adeel Anjum
orcid.org/0000-0003-4668-5116
; School of Management Harbin Institute of Technology 13 Fayuan Street, Nangang District Harbin, Heilongjiang 150001, China
Aisha Khalid
orcid.org/0000-0002-8940-6802
; School of Management Harbin Normal University Shida Rd, Hulan District Harbin, Heilongjiang 150080, China
Abstract
This study aimed to investigate the factors affecting the academic
performance of international doctoral students in China. In particular,
using insights from the theory of reasoned action, this study analyzed
the interplay of academic attitude, subjective norms, knowledge-seeking
intention, and academic performance. Data were collected from 415
international doctoral students from six universities in China (61.4 %
male, 38.6 % female, 45.5 % Asian, 40 % African, 9.4 % European
and 5.1 % American). SPSS (version 23) and AMOS (version 22) were
used for data analyses. While academic attitude, subjective norms and
knowledge-seeking intentions were found to be positively associated
with academic performance, knowledge-seeking intentions mediated
the positive relationships of academic attitude and subjective norms
with academic performance. The findings suggest that students’
positive attitude toward studies and subjective norms are critical to
their academic performance. Implications for theory and practice are
discussed.
Keywords
academic attitude; academic performance; knowledge-seeking intention; students; subjective norms; university
Hrčak ID:
285643
URI
Publication date:
16.11.2022.
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