Exploring the role of research self-efficacy and learning engagement in Ed.D students’ academic achievement

With the rapid rise of professional doctorates worldwide, universities are placing greater emphasis on developing these programs. The Doctor of Education (Ed.D) is a professional doctorate aimed at cultivating highly specialized professionals in education. The Ed.D degree offers educators the opportunity to conduct doctoral-level research on issues closely aligned with their professional concerns and institutional needs. Accordingly, understanding the factors influencing Ed.D students’ academic achievement is of particular importance. Drawing on Bandura’s social cognitive theory, this study investigates the predictive role of research self-efficacy and the mediating effect of learning engagement on Ed.D students’ academic achievement. Data were collected from 311 Chinese Ed.D students through validated questionnaires, complemented by interviews with 10 participants. Quantitative analyses using Pearson correlations and mediation models revealed significant positive associations among research self-efficacy, learning engagement and academic achievement. Specifically, research self-efficacy not only exerted a direct effect on academic achievement but also influenced it indirectly through the mediating role of learning engagement. Interview findings revealed that strong research self-efficacy enabled Ed.D students to persist, overcome challenges and engage deeply in research. Students reported higher self-efficacy in curriculum learning and teaching practice, and successful students shared traits such as high research self-efficacy, clear goals and strong commitment to research. By integrating statistical analysis and qualitative insights, this study contributes to a deeper understanding of the mechanisms linking research self-efficacy and achievement, offering both theoretical grounding and practical guidance for supporting Ed.D students’ academic success.