Articles
DOI DOI: 10.62441/actainnovations.vi.670

DETERMINANTS OF GRADUATE STUDENTS’ RESEARCH COMPETENCE: EMPIRICAL EVIDENCE THROUGH STRUCTURAL EQUATION MODELLING

marniati1, Heru Arizal 1, Suparji1
  1. 1 Universitas Negeri Surabaya, Indonesia

Abstract

This study aims to identify the factors influencing postgraduate students’ research skills, particularly within higher education institutions in East Java. Previous literature highlights the need for empirical investigations that integrate internal aspects, such as self-directed learning and self-efficacy, with external factors, including the learning environment, institutional support, supervisor support, and family support. Using a cross-sectional survey approach, data were collected from more than 200 master’s and doctoral students at Universitas Negeri Surabaya (UNESA) and Universitas Negeri Malang (UM). The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4 to evaluate both the measurement and structural models. Postgraduate students’ research skills are primarily shaped by institutional support and self-efficacy, while supervisor support contributes indirectly through strengthening students’ confidence and academic engagement. These findings emphasize the importance of integrating supportive institutional policies, effective academic mentoring, and research-based learning environments to enhance postgraduate research competence and global academic competitiveness. The practical implications highlight the need for stronger institutional policies, enhanced supervisor support, and sustainable research-based training as the foundation for building research capacity in higher education.

How to Cite

marniati, Arizal , H., & Suparji. (2026). DETERMINANTS OF GRADUATE STUDENTS’ RESEARCH COMPETENCE: EMPIRICAL EVIDENCE THROUGH STRUCTURAL EQUATION MODELLING. ACTA INNOVATIONS, 61, 167–177. https://doi.org/10.62441/actainnovations.vi.670
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Abramo, G., D’Angelo, A. C., & Murgia, G. (2017). The relationship among research productivity, research collaboration, and their determinants. Journal of Informetrics, 11(4), 1016–1030. https://doi.org/10.1016/j.joi.2017.09.007
  2. Altbach, P., & De Wit, H. (2018). Are We Facing a Fundamental Challenge to Higher Education Internationalization? International Higher Education, 93, 2–4. https://doi.org/10.6017/ihe.0.93.10414
  3. Cintamulya, I., Murtini, I., & Warli, W. (2024). Optimization of Critical Thinking by Empowering Collaboration and Communication Skills through Information Literacy-Based E-Books: In STEM integrated Problem-Based Learning. European Journal of Educational Research, 14(1), 151–166. https://doi.org/10.12973/eu-jer.14.1.151
  4. Duche-Pérez, A. B., Plata, A. R. M. R., Grundy-López, R. E., & Flores, V. A. R. (2024). Research Competencies and Skills in Universities: A Systematic Literature Review. Revista de Gestão Social e Ambiental, 18(5), e07747. https://doi.org/10.24857/rgsa.v18n5-176
  5. Frantz, J. M., George, A., Hunter-Hüsselmann, M., Kapenda, H., & Yassin, Z. (2022). Institutional Policies, Practices and Initiatives Impacting Research Productivity: The Strengthening of Collaboration, Leadership and Professionalism in Research Management in the Southern African Development Community (SADC) and European Union (EU) Highe. Journal of Research Administration, 53(2), 40–59.
  6. Gussen, L., Schumacher, F., Großmann, N., Ferreira González, L., Schlüter, K., & Großschedl, J. (2023). Supporting pre-service teachers in developing research competence. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1197938
  7. Hair, J. . F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. In Practical Assessment, Research and Evaluation (Vol. 21, Issue 1). https://link.springer.com/10.1007/978-3-030-80519-7
  8. Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
  9. Heiser, R. E. (2023). The_Emergence_of_the_Open_Research_University_Thro. The International Review of Research in Open and Distributed Learning, 24(3), 99–124.
  10. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
  11. Idkhan, A. M., & Idris, M. M. (2023). The Impact of User Satisfaction in the Use of E-Learning Systems in Higher Education: A CB-SEM Approach. International Journal of Environment, Engineering and Education, 5(3), 100–110. https://doi.org/10.55151/ijeedu.v5i3.91
  12. Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), 61. https://doi.org/10.1186/s40561-023-00280-8
  13. Kock, N., & Hadaya, P. (2018). Minimum sample size estimation in PLS-SEM: The inverse square root and gamma-exponential methods. Information Systems Journal, 28(1), 227–261. https://doi.org/10.1111/isj.12131
  14. Lachance, K., Heustis, R. J., Loparo, J. J., & Venkatesh, M. J. (2020). Self-Efficacy and Performance of Research Skills among First-Semester Bioscience Doctoral Students. CBE—Life Sciences Education, 19(3), cbe.19-07-0142. https://doi.org/10.1187/cbe.19-07-0142
  15. Lee, Y., & Kim, J. (2023). How Family-Supportive Leadership Communication Enhances the Creativity of Work-From-Home Employees during the COVID-19 Pandemic. Management Communication Quarterly, 37(3), 599–628. https://doi.org/10.1177/08933189221144997
  16. Lu, L., Mustakim, S. S., & Muhamad, M. M. (2025). A Meta-analysis of the Effectiveness of Problem-based Learning on Critical Thinking. European Journal of Educational Research, 14(3), 789–804. https://doi.org/10.12973/eu-jer.14.3.789
  17. Matjašič, M., & Vogrinc, J. (2025). Supporting the Development of the Perceived and Actual Research Competence of Pre-Service Teachers. Education Sciences, 15(6), 652. https://doi.org/10.3390/educsci15060652
  18. Nathans, L., Mogbojuri, O., Addai, E., Walsh, B., Aguirre, M., Lucero, J., & Hambrick, K. (2024). Development and Validation of the Family Involvement in Graduate School (FIGS) Measure. Sage Open, 14(3). https://doi.org/10.1177/21582440241276177
  19. Nitzl, C., Roldan, J. L., & Cepeda, G. (2016). Mediation analysis in partial least squares path modeling. Industrial Management & Data Systems, 116(9), 1849–1864. https://doi.org/10.1108/IMDS-07-2015-0302
  20. Obuku, E. A., Lavis, J. N., Kinengyere, A., Ssenono, R., Ocan, M., Mafigiri, D. K., Ssengooba, F., Karamagi, C., & Sewankambo, N. K. (2018). A systematic review on academic research productivity of postgraduate students in low- and middle-income countries. Health Research Policy and Systems, 16(1), 86. https://doi.org/10.1186/s12961-018-0360-7
  21. Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
  22. Postareff, L., Mattsson, M., Lindblom-Ylänne, S., & Hailikari, T. (2017). The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university. Higher Education, 73(3), 441–457. https://doi.org/10.1007/s10734-016-0096-7
  23. Randazzo, M., Priefer, R., & Pasupathy, R. (2021). Research Self-Efficacy and Productivity in Communication Sciences and Disorders Faculty. Journal of Communication Disorders, 92, 106107. https://doi.org/10.1016/j.jcomdis.2021.106107
  24. Saputro, A. D., Atun, S., Wilujeng, I., Ariyanto, A., & Arifin, S. (2020). Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning. European Journal of Educational Research, volume-9-2(volume-9-issue-2-april-2020), 765–773. https://doi.org/10.12973/eu-jer.9.2.765
  25. Sarrico, C. S. (2022). The expansion of doctoral education and the changing nature and purpose of the doctorate. Higher Education, 84(6), 1299–1315. https://doi.org/10.1007/s10734-022-00946-1
  26. Stensaker, B. (2021). Building institutional capacity for student competencies: An organizational perspective. International Journal of Chinese Education, 10(1). https://doi.org/10.1177/22125868211006200
  27. Szluka, P., Csajbók, E., & Győrffy, B. (2023). Relationship between bibliometric indicators and university ranking positions. Scientific Reports, 13(1), 14193. https://doi.org/10.1038/s41598-023-35306-1
  28. Thiem, J., Preetz, R., & Haberstroh, S. (2023). How research-based learning affects students’ self-rated research competences: evidence from a longitudinal study across disciplines. Studies in Higher Education, 48(7), 1039–1051. https://doi.org/10.1080/03075079.2023.2181326
  29. Tóth, B., Motahari-Nezhad, H., Horseman, N., Berek, L., Kovács, L., Hölgyesi, Á., Péntek, M., Mirjalili, S., Gulácsi, L., & Zrubka, Z. (2024). Ranking resilience: assessing the impact of scientific performance and the expansion of the Times Higher Education Word University Rankings on the position of Czech, Hungarian, Polish, and Slovak universities. Scientometrics, 129(3), 1739–1770. https://doi.org/10.1007/s11192-023-04920-1
  30. Wahid, N., Warraich, N. F., & Tahira, M. (2022). Factors influencing scholarly publication productivity: a systematic review. Information Discovery and Delivery, 50(1), 22–33. https://doi.org/10.1108/IDD-04-2020-0036
  31. Widowati, A., Siswanto, I., & Wakid, M. (2023). Factors Affecting Students’ Academic Performance: Self Efficacy, Digital Literacy, and Academic Engagement Effects. International Journal of Instruction, 16(4), 885–898. https://doi.org/10.29333/iji.2023.16449a
  32. Yang, B., Bao, S., & Xu, J. (2022). Supervisory styles and graduate student innovation performance: The mediating role of psychological capital and the moderating role of harmonious academic passion. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1034216
  33. Yuan, X., Rehman, S., Altalbe, A., Rehman, E., & Shahiman, M. A. (2024). Digital literacy as a catalyst for academic confidence: exploring the interplay between academic self-efficacy and academic procrastination among medical students. BMC Medical Education, 24(1), 1317. https://doi.org/10.1186/s12909-024-06329-7
  34. Zakir, S., Hoque, M. E., Susanto, P., Nisaa, V., Alam, M. K., Khatimah, H., & Mulyani, E. (2025). Digital literacy and academic performance: the mediating roles of digital informal learning, self-efficacy, and students’ digital competence. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1590274
  35. Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1202728