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The study aims to explore factors that influence students’ academic performance in the context of physical ergonomics and assess the mediating effect of motivation between lighting, noise, temperature, chair design and students’ performance from the student’s perspective.

The research was categorised as a correlational study and employed non-contrived and cross-sectional methods to achieve its objectives. The target population was university students aged 18 years old and above enrolled in Malaysia’s higher education institutions. Due to the inaccessibility of the sample frame, convenience sampling, a type of non-probability sampling, was utilised. Data collection was conducted through an online survey primarily distributed among student groups.

The study’s findings reveal that only two exogenous variables, lighting and noise, directly influence students' performance. Additionally, motivation is a potent and significant factor in shaping students' performance. Motivation is also identified as a mediator in the complex relationship between lighting, noise, temperature and student performance. Surprisingly, although temperature does not directly influence student performance, it indirectly influences performance through motivation.

This study is an original exploration into the intricate factors shaping students' academic performance within the domain of physical ergonomics from a student perspective. The research uniquely investigates the mediating impact of motivation on the relationships between lighting, noise, temperature, seating arrangements and academic outcomes. The findings will contribute novel insights to the existing body of knowledge, offering a distinct perspective on the complex dynamics that influence student learning experiences and performance in educational settings.

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

Many studies have examined pre-diploma students' backgrounds and academic performance with results showing that some did not achieve the expected level of competence. This study aims to examine the relationship between students’ demographic characteristics and their academic achievement at the pre-diploma level using machine learning.

Secondary data analysis was used in this study, which involved collecting information about 1,052 pre-diploma students enrolled at Universiti Teknologi MARA (UiTM) Pahang Branch between 2017 and 2021. The research procedure was divided into two parts: data collecting and pre-processing, and building the machine learning algorithm, pre-training and testing.

Gender, family income, region and achievement in the national secondary school examination (Sijil Pelajaran Malaysia [SPM]) predict academic performance. Female students were 1.2 times more likely to succeed academically. Central region students performed better with a value of 1.26. M40-income students were more likely to excel with an odds ratio of 2.809. Students who excelled in SPM English and Mathematics had a better likelihood of succeeding in higher education.

This research was limited to pre-diploma students from UiTM Pahang Branch. For better generalizability of the results, future research should include pre-diploma students from other UiTM branches that offer this programme.

This study is expected to offer insights for policymakers, particularly, the Ministry of Higher Education, in developing a comprehensive policy to improve the tertiary education system by focusing on the fourth Sustainable Development Goal.

These pre-diploma students were found to originate mainly from low- or middle-income families; hence, the programme may help them acquire better jobs and improve their standard of living. Most students enrolling on the pre-diploma performed below excellent at the secondary school level and were therefore given the opportunity to continue studying at a higher level.

This predictive model contributes to guidelines on the minimum requirements for pre-diploma students to gain admission into higher education institutions by ensuring the efficient distribution of resources and equal access to higher education among all communities.

This study examines the relationship between higher education improvement and tacit knowledge importance. In this context, the scarcity of empirical and theoretical studies on acquiring tacit knowledge to enhance academic performance in higher education suggests that this research area holds significant importance for experts and policymakers. Consequently, this study aims to explore the factors that influence academic research performance at Chinese universities by acquiring tacit knowledge.

To achieve the study aims, the current approach utilizes the research technique based on the socialization, externalization, internalization and combination (SECI) model and knowledge management (KM) theory. To analyze the study objective, the authors collected data from post-graduate students at Chinese universities and analyzed it using structural equation modeling (SEM) to test the model and hypotheses.

The results indicated that social interaction, internalization and self-motivation have a positive impact on academic research performance through the acquisition of tacit knowledge. Furthermore, the findings suggest that academic researchers can acquire more knowledge through social interaction than self-motivation, thereby advancing research progress.

This study addresses the critical issues surrounding the acquisition of tacit knowledge and presents a comprehensive framework and achievements that can contribute to achieving exceptional academic performance.

Restrictions imposed on freedom of movement and interaction with others due to the COVID-19 pandemic have had the effect of causing many people, especially students, to become addicted to social media. This study aims to investigate the effect of social media addiction on the academic performance of Sri Lankan government university students during the COVID-19 pandemic.

A convenience sampling technique was used to conduct a quantitative cross-sectional survey. The survey involved 570 respondents from nine state universities in Sri Lanka. The raw data from the completed questionnaires were coded and processed using SPSS for descriptive and inferential statistical analysis.

The findings of this study indicated that the overall time spent on social networking increased dramatically during COVID-19. Based on the results, this study found that there was no association between the time spent on social media and the academic performance of students before COVID-19 came on the scene. However, a significant association was found between the time spent on social media and students’ performance during the pandemic. The authors concluded that overblown social media use, leading to addiction, significantly negatively affects academic performance.

This study helps to understand the impact of social media use on the academic performance of students during COVID-19. Restrictions imposed by COVID-19 have changed the typical lifestyle of the students. Therefore, social media usage should be reassessed during the COVID-19 pandemic. The findings of the study will comprise these new insights, and they may well show how to adapt social media to contribute to academic work in meaningful ways.

Grounded on the distributed theory and the social exchange theory, the current study investigates the determinants that positively influence job performance among educators within the realm of higher education in India. It particularly assesses the impact of perceived academic leadership on performance and explores the mediating and moderating effects of organizational citizenship behavior and informal institutional leadership.

Employing a descriptive research design, this study encompasses a broad cross-section of faculty members from various higher educational institutions across India. Data were gathered from 826 educators using a snowball sampling technique, with questionnaires administered online. Each variable was measured using prevalidated scales.

The findings from the moderated mediation model indicate a significant indirect relationship between perceived academic leadership and job performance, which is mediated by organizational citizenship behavior. Furthermore, informal institutional leadership demonstrates significant conditional indirect effects, enhancing the link between academic leadership and job performance up to a threshold, beyond which its influence diminishes.

This study pioneers the exploration of academic dynamics beyond mere titles and ranks in the Indian educational sector. It delineates both the direct and indirect roles these dynamics play in enhancing faculty performance, providing a novel insight into the complexities of academic leadership.

This study examined the students' academic performance through psychological capital, academic engagement and academic persistence. It also investigated the function of psychological capital in mediating the relationship between academic engagement, persistence and performance.

The study utilized a quantitative method and structural equation modeling using PLS-SEM version 3. A total of 900 questionnaires were issued to Chinese university students, and 814 data were analyzed.

Findings suggest that academic engagement and persistence significantly and positively impact psychological capital. Psychological capital is also mediated between academic engagement, persistence and performance. Additionally, the study made several recommendations for upcoming researchers and industry professionals.

Analyzing the pupils' academic achievement after COVID-19 reopening as it indicates their attention and engagement in the study. Although previous studies explored students' academic performance regarding the post-COVID effect, the role of psychological capital and engagement in academia in the study has been studied in a post-COVID context.

The academic experience of top management team (TMT) has a positive impact on firms' innovation performance. However, existing studies predominantly focus on the educational qualifications and institutional prestige of TMT, failing to comprehensively evaluate whether TMT possess genuine academic experience and the role of academic competence. This article aims to examine whether TMT academic competence has a potential influence on firm innovation performance and to understand the mechanisms behind this relationship.

Using firm-level metrics of Chinese listed firms and TMT scholarly publication data spanning 2000–2021, this paper investigates whether TMT academic competence can promote firms' innovation performance and conducts a moderated mediating effect analysis.

(1) Academic competence of TMT can contribute positively to firms’ innovation performance; (2) university–industry collaboration partially mediates this relationship; (3) the mediating effect is enhanced by cognitive proximity and (4) distance proximity does not diminish the mediating effect.

Outcome of this study can assist academia in further understanding the impacts of TMT on firm innovation and aid government in promoting university–industry collaboration. Simultaneously, it can help firms adjust their TMT selection and training strategies to enhance innovation performance.

This article, as the first to construct an index of academic competence and to explore whether it has an impact on firms' innovation performance and its inherent mechanism, can provide a new research perspective for the study of the impact of TMT's characteristics on firms' innovation.

Artificial intelligence (AI) has the potential to address significant challenges in education, innovate learning and teaching practices and achieve SDG 4. However, existing literature often overlooks the behavioural aspects of students regarding AI in education, focusing predominantly on technical and pedagogical dimensions. Hence, this study aims to explore the significant relationships among AI literacy, AI usage, learning outcomes and academic performance of generation Z students in the Indian educational context.

The study used structural equation modelling (SEM) on Gen Z students born in the years 1997–2012 as a sample population for the research in the north Indian states like Punjab, Haryana, Himachal and regions like Chandigarh and N.C.R. Delhi.

The results established significant positive relationships between AI literacy, AI usage, AI learning outcomes and academic performance. Specifically, higher levels of AI literacy were associated with increased engagement with AI technologies and tools for learning purposes, leading to better learning outcomes and academic performance. The findings demonstrated that AI literacy plays a crucial role in providing effective learning experiences and fostering skills such as problem-solving and critical thinking among Gen Z students.

The implications of the study include the significance of integrating AI education initiatives into curricula, prioritising professional development programmes for educators and making sure that every student has equitable access to AI technologies.

The study introduces a novel perspective by examining variables such as AI literacy, AI usage, AI learning outcomes and academic performance and developing a model that has not been previously studied. It provides a new discourse and proposes a framework uniquely combining AI-infused curriculum design, educator empowerment, robust assessment mechanisms and sustainable practices.

The purpose of this research is to assess how full-time tenured academic staff promotion practices (SPP) in Malaysian private universities (MPUs) influence academic staff engagement (SE) and academic staff performance (SP).

The research used quantitative and descriptive methods, focusing on MPUs' academic staff as the unit of analysis. Sampling involved simple random and stratified techniques, with 314 academic personnel surveyed. Participant data was collected through a questionnaire, and study hypotheses were tested using partial least squares structural equation modeling (PLS-SEM) via a bootstrapping approach.

The findings show that SE somewhat mediates the connection between SPP and SP and that SPP significantly influences SP.

This study emphasizes the importance of impartiality and transparency within university administration when promoting academic staff. Universities should adopt modern strategies and approaches for advancing their employees to higher positions, doing so will motivate employees to fully invest in their work, leading to sustained high-performance levels.

This research has substantially improved the understanding and the practical utilization of literature about SP, SPP and SE. This improvement can potentially facilitate the development of models, theories, research initiatives, and practical strategies geared toward enhancing staff efficiency.