Bibliographic Details
| Title: |
Configurational paths for the enhancement of college students' scientific research and innovation competencies. |
| Authors: |
Yang, Xiaona (AUTHOR), Zhang, Ji (AUTHOR), Guo, Pengcheng (AUTHOR), Luo, Jingke (AUTHOR), Xu, Haohao (AUTHOR), Li, Jiao (AUTHOR), Song, Xiaoli (AUTHOR), Liao, Qiancheng (AUTHOR) |
| Source: |
Social Behavior & Personality: an international journal. Nov2025, Vol. 53 Issue 11, p1-13. 13p. |
| Subjects: |
University research, Educational support, College environment, Learner autonomy, Educational change, Research skills, Cooperativeness, Qualitative research |
| Abstract: |
Enhancing the research and innovation competencies of university students has become a central issue in higher education reform. This study investigated how internal factors (learning autonomy, teamwork proficiency, communication skills, knowledge accretion, and psychological safety) and external factors (institutional guidance and support, research policy, and research environment and atmosphere) influenced the improvement of students' research and innovation competencies. Using responses from a sample of 104 students, we conducted a fuzzy-set qualitative comparative analysis. The results showed that the research environment and atmosphere was the most significant influencing factor, followed by institutional guidance and support. We identified three distinct configurations of influencing factors: external factor dominated, internal factor dominated, and mixed. This study contributes to understanding of the potential combinations of conditions that can enhance students' research and innovation competencies. [ABSTRACT FROM AUTHOR] |
|
Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Psychology and Behavioral Sciences Collection |
