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Exploring research literacy in graduate students: key dimensions and influencing factors.

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Title: Exploring research literacy in graduate students: key dimensions and influencing factors.
Authors: Yang, Shu Ching (AUTHOR), Liou, Shu-Jyun (AUTHOR), Liu, Yu Mei (AUTHOR), Hung, Shih-Chieh (AUTHOR)
Source: Studies in Higher Education. Jul2026, Vol. 51 Issue 7, p1497-1522. 26p.
Subjects: Research skills, College majors, Academic discourse, Research methodology, Graduate students, Gender differences (Sociology), Academic qualifications
Abstract: This study examines the research literacy challenges faced by postgraduate students and explores how gender, the degree level, and the academic major influence their research proficiency. It also investigates the structural relationships among four core dimensions: problem inquiry, methods and implementation, academic writing and communication, and research attitudes. A survey of 304 master's and doctoral students from the humanities and arts, social sciences, education, and business disciplines utilized a research literacy scale with 14 subdimensions and 83 indicators. The findings reveal that both master's and doctoral students encounter persistent research challenges, particularly in identifying research gaps, strengthening arguments, responding to questions, and submitting to international journals. However, distinct differences emerge, reflecting varying academic expectations and methodological demands. Gender, the degree level, and the academic major significantly shape research literacy. Male students report higher self-perceived proficiency in logical reasoning and academic communication, whereas doctoral students demonstrate greater confidence in research methods and attitudes. Compared with humanities students, business, social sciences, and education students self-report stronger competencies in quantitative analysis and structured academic writing. Path analysis identifies research attitudes as a key determinant of academic success, particularly in academic writing, communication, and problem inquiry. However, mediation analysis reveals that while research attitudes indirectly influence academic writing and communication through problem inquiry, they do not significantly impact methods and implementation. These findings highlight the need for structured training, interdisciplinary literacy development, and tailored academic support to increase postgraduate students' research competencies. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd 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
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  Data: Exploring research literacy in graduate students: key dimensions and influencing factors.
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  Data: <searchLink fieldCode="AR" term="%22Yang%2C+Shu+Ching%22">Yang, Shu Ching</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liou%2C+Shu-Jyun%22">Liou, Shu-Jyun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Yu+Mei%22">Liu, Yu Mei</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hung%2C+Shih-Chieh%22">Hung, Shih-Chieh</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Jul2026, Vol. 51 Issue 7, p1497-1522. 26p.
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  Data: <searchLink fieldCode="DE" term="%22Research+skills%22">Research skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+majors%22">College majors</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+qualifications%22">Academic qualifications</searchLink>
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  Label: Abstract
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  Data: This study examines the research literacy challenges faced by postgraduate students and explores how gender, the degree level, and the academic major influence their research proficiency. It also investigates the structural relationships among four core dimensions: problem inquiry, methods and implementation, academic writing and communication, and research attitudes. A survey of 304 master's and doctoral students from the humanities and arts, social sciences, education, and business disciplines utilized a research literacy scale with 14 subdimensions and 83 indicators. The findings reveal that both master's and doctoral students encounter persistent research challenges, particularly in identifying research gaps, strengthening arguments, responding to questions, and submitting to international journals. However, distinct differences emerge, reflecting varying academic expectations and methodological demands. Gender, the degree level, and the academic major significantly shape research literacy. Male students report higher self-perceived proficiency in logical reasoning and academic communication, whereas doctoral students demonstrate greater confidence in research methods and attitudes. Compared with humanities students, business, social sciences, and education students self-report stronger competencies in quantitative analysis and structured academic writing. Path analysis identifies research attitudes as a key determinant of academic success, particularly in academic writing, communication, and problem inquiry. However, mediation analysis reveals that while research attitudes indirectly influence academic writing and communication through problem inquiry, they do not significantly impact methods and implementation. These findings highlight the need for structured training, interdisciplinary literacy development, and tailored academic support to increase postgraduate students' research competencies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/03075079.2025.2520417
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        Text: English
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      – SubjectFull: Academic discourse
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      – SubjectFull: Research methodology
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      – SubjectFull: Graduate students
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      – SubjectFull: Gender differences (Sociology)
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              Text: Jul2026
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              Y: 2026
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