Academic writing challenges and supports for early-stage Chinese postgraduates: A mixed-methods study on teaching-research integration, supervisor engagement, and self-efficacy

Abstract

Enhancing academic publication outcomes and writing skills in postgraduates is a key goal for higher education institutions, ideally through early intervention. This study examines the challenges and support needs of early-stage Chinese postgraduates in academic writing, as well as the factors influencing their publication outcomes and writing self-efficacy. Using snowball sampling, 73 postgraduates were surveyed through questionnaires and reflective journals. Thematic analysis and linear regression were applied to analyze the data. Findings reveal primary challenges in literature review, research methods, data analysis, and topic selection. Key support needs include supervisor guidance, knowledge resources, tools, and self-assessment. Results indicate that the year of study, meeting frequency, supervisor support, teaching-research nexus, and self-efficacy do not significantly impact publication outcomes. However, supervisor support and the quality of the teaching-research nexus positively influence self-efficacy. These findings highlight the importance of providing targeted support and fostering intrinsic motivation to enhance the writing skills and self-efficacy of early-stage postgraduate students.