Graduate socialization and anxiety: insights via hierarchical regression analysis and beyond

ABSTRACT

This study addressed the gap in understanding how demographic characteristics, academic factors, and emotional well-being interact to influence the socialization of graduate students. Data collection involved a total amount of 1054 newly enrolled postgraduate students gathering demographic information and utilizing validated scales to measure components of academic socialization and anxiety levels. Statistical analyses including correlation analysis, hierarchical regression, and non-parametric tests, were employed to explore the relationships and influences of the variables. Results of the study indicated that demographic factors exerted a significant influence on students’ perceptions of faculty support and the departmental environment. Further, academic factors seemed to be more influential in shaping anxiety levels than demographic factors. Also, the doctoral students reported higher levels of academic and social expectations and lower level of anxiety than did the master counterparts. The study explores the complexity of graduate student socialization and the importance of a multitude of factors in promoting the students’ well-being and academic achievement. The study further suggests that targeted interventions could enhance the graduate students’ overall experience and success through a supportive environment that addresses the multifaceted needs of graduate students.

KEYWORDS:

• Anxiety
• graduate education
• hierarchical regression analysis
• socialization

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Research Grant from the Center for Social Governance and Innovation at Tsinghua University, a major research center for Shenzhen Humanities & Social Sciences Key Research Bases; Key Research Base of GuangxiASEAN Cross-border E-commerce Language Consulting, Guangxi Minzu University; HeFengQingYun Education and Service Research Fund Mission, Shenzhen International Graduate School, Tsinghua University [Grant Number HFQY202301].