What does this research mean for the field?

Perceived instructor support indirectly influences undergraduate students' intentions to pursue postgraduate studies through academic self-efficacy and academic engagement, but these indirect pathways are only significant for students with medium to high GPAs. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To investigate how perceived instructor support influences undergraduate students' intentions to pursue postgraduate education through academic self-efficacy and engagement, and whether these pathways vary by GPA.

September 14, 2026Journal of Further and Higher Education

Instructor support for postgraduate study intention in higher education: a moderated serial mediation model across GPA levels

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Authors

İİİlhan İlterKahramanmaraş Sütçü İmam University LYLevent YAKAR YAYunus Emre AkbanaKahramanmaraş Sütçü İmam University

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Implication

Cross-sectional analysis finds instructor support indirectly promotes postgraduate study intentions in undergraduates, indicating effects depend on student grade point average.

Key Points

To investigate how perceived instructor support influences undergraduate students' intentions to pursue postgraduate education through academic self-efficacy and engagement, and whether these pathways vary by GPA.
Surveyed 751 undergraduate students from multiple universities in Türkiye.
Conducted a moderated serial mediation analysis using a general linear modelling framework in Jamovi across low, medium, and high GPA groups.
Perceived instructor support showed no significant overall direct effect on postgraduate study intentions, but displayed significant independent indirect effects via academic self-efficacy and academic engagement.
The serial indirect pathway from instructor support through self-efficacy and engagement to postgraduate intentions was significant only for medium and high GPA groups, but non-significant for the low GPA group.
GPA significantly moderated the link between academic engagement and postgraduate study intentions, with stronger positive associations observed among students with medium and high GPAs than those with low GPAs.

Cite This Study

İlter et al. (2026) studied this question.

synapsesocial.com/papers/6aa7b3ee0926e14a848b3373 https://doi.org/10.1080/0309877x.2026.2730593

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Implication

Cross-sectional analysis finds instructor support indirectly promotes postgraduate study intentions in undergraduates, indicating effects depend on student grade point average.

Instructor support for postgraduate study intention in higher education: a moderated serial mediation model across GPA levels

Discussion

Member takes

Implication

Key Points

Cite This Study

Instructor support for postgraduate study intention in higher education: a moderated serial mediation model across GPA levels

Discussion

Member takes

Implication

Key Points

Cite This Study

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