Exploring research literacy in graduate students: key dimensions and influencing factors
本研究调查了304名硕士和博士生的研究素养，发现性别、学位层次和专业显著影响研究能力，其中研究态度是学术成功的关键因素。
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.