A Study on the Mechanisms Influencing Academic Integration Among Master’s Students

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: Global learning and advancing student success

Abstract

This study aims to explore how master’s students’ institutional research support (IRS), academic guidance from supervisor (AGS), peer academic support (PAS), and individual background influence their academic integration. Results indicate that IRS, AGS, and PAS directly affect academic integration. IRS significantly impacts cognitive and affective dimensions but not behavior, while AGS and PAS affect all three dimensions. AGS and PAS fully mediate the relationship between IRS and academic integration, with PAS as the stronger mediator. In mediation pathways, students attending different institutions than their undergraduate universities show weaker effects from AGS to cognition and behavior but stronger effects from PAS to behavior. These findings provide valuable insights for optimizing support systems and fostering master’s students’ academic development.

Authors

• Qintao SUN, The Chinese University of Hong Kong

• Yueqi SHI, Nanjing University