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Correlations among Learning Motivation, Life Stress, Learning Satisfaction, and Self-Efficacy for Ph.D. Students

In recent years, the number of people seeking Ph.D. degrees in Taiwan has increased, despite a shrinking job market. The types of pressure these students experience and the gravity of this situation are critical topics. Therefore, this study explores the correlations among students’ learning motivations, life stress, learning satisfaction, and self-efficacy. The results can be used as a reference for the career development of Ph.D. students. We use a survey comprising a set of questions concerning Ph.D. students’ learning motivations, life stress, learning satisfaction, and self-efficacy. The results show that learning motivation was strongly and negatively correlated with interpersonal stress and self-development stress, and the motivation for career development was positively correlated with learning stress and self-development stress. Motivation based on others’ expectations was positively correlated with learning stress, interpersonal stress, and self-development stress; learning motivation was positively correlated with learning satisfaction; and interpersonal stress was negatively correlated with learning satisfaction. Learning stress, economic stress, and self-development stress affected general self-efficacy; and interpersonal stress affected learning efficacy. However, learning motivation affected self-efficacy, and motivation based on others’ expectations and social motivation affected learning self-efficacy.