Abstract
This study aimed to investigate the gender differences in the factors affecting the academic performance of mathematics doctoral students. A total of 147 participants were surveyed using a questionnaire that included items such as fear of delay, doctoral student engagement, support from parents and teachers, facilitating conditions, stress levels, and well-being. this study aimed to investigate the impact of various factors on the academic performance of mathematics doctoral students and whether there were any gender differences in these factors. Structural equation modeling (SEM) and Multiple group analysis approach were adopted to analyze the questionnaire data. The results showed that the fear of being delayed did not have a significant impact on the academic performance of doctoral students in mathematics, but it did heighten their stress levels. The level of engagement of students had a positive impact on their academic performance, and teacher support had a significant impact on academic performance, particularly for male students. However, there were no significant gender differences in the factors affecting academic performance. These findings suggest the importance of creating a supportive environment and promoting student engagement to enhance academic performance. The study's findings also have practical implications for institutions, supervisors, and parents seeking to enhance the academic performance of different-gender doctoral students.
Author Information
Xiaonan Han, University of Macau, China
Paper Information
Conference: ACE2023
Stream: Higher education
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Han X. (2024) Analysis of Gender Difference of Factors Affecting Academic Performance of Mathematics Doctoral Students ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.10
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.10
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