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Not just a phase: Exploring the role of program stage on well-being and motivation in doctoral students:

Published on May 1, 2020in Journal of adult and continuing education
· DOI :10.1177/1477971419842887
Anna Sverdlik2
Estimated H-index: 2
(McGill University),
Nathan C. Hall29
Estimated H-index: 29
(McGill University)
Abstract
Doctoral students’ well-being and motivation are important factors that are both shaped by, and shape students’ academic experiences in their programs. Existing literature consistently highlights t...
  • References (66)
  • Citations (1)
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References66
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ABSTRACTThe post-doctoral phase is characterized by a high level of competition and even a risk of unemployment due to the increasing number of PhDs. This study explores the function of social support or lack of it in post PhD researchers’ engaging and disengaging experiences from the beginning of their careers as researchers. The data were collected from 40 post PhD researchers from STEM disciplines through semi-structured interviews and qualitatively content analysed. Receiving socio-emotional...
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Research policy observers are increasingly concerned about the potential impact of current academic working conditions on mental health, particularly in PhD students. The aim of the current study is threefold. First, we assess the prevalence of mental health problems in a representative sample of PhD students in Flanders, Belgium (N = 3659). Second, we compare PhD students to three other samples: (1) highly educated in the general population (N = 769); (2) highly educated employees (N = 592); an...
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Abstract In Canada and the United States, doctoral attrition rates are estimated to vary from 40% to 60%. Motivation has been proposed as a determinant of doctoral degree completion. The purpose of this study was to develop and validate a scale based on self-determination theory, to assess five types of regulation (intrinsic, integrated, identified, introjected, and external) toward PhD studies. Based on two samples (N = 244, N = 1060), this study involved five steps: (1) item development, (2) f...
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#1David Litalien (ACU: Australian Catholic University)H-Index: 9
#2Frédéric Guay (Laval University)H-Index: 34
Abstract The purpose of this study was to provide a better understanding of doctoral studies persistence and completion by developing and validating a predictive model of dropout intentions. Based on self-determination theory (SDT), the model posits that perceived competence decreases dropout intentions, and that perceived competence is explained by autonomous and controlled regulations, which are in turn predicted by perceived psychological needs support provided by the student's advisor, facul...
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The purpose of this study was to explore and to understand the daily life experiences of 8 women doctoral students who were in pursuit of their doctorates. A partially mixed concurrent dominant status design was utilized in this study embedded within a mixed methods phenomenological research lens and driven by a critical dialectical pluralistic philosophical stance. Specifically, these 8 students were interviewed individually to examine their lived experiences as doctoral students. The interview...
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Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia,Charlottesville, Virginia 22904, USA(Received 15 November 2012; published 10 April 2013)The underrepresentation of women in physics doctorate programs and in tenured academic positionsindicates a need to evaluate what may influence their career choice and persistence. This qualitative paperexamineselevenfemalesinphysicsdoctoralprogramsandprofessionalsciencepositionsinordertoprovideamorethoroughunders...
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While the epistemological and ontological challenges faced by doctoral candidates are well documented, the same cannot be said of the emotional dimensions of the journey. This paper draws on Activity Theory in exploring the role of emotion in the longitudinal doctoral learning experiences of six international PhD candidates studying in Australia. Analysis reveals that writing and supervision practices are common sites of tension but that the prevailing culture of silence militates against system...
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The relationships between faculty and students in graduate school have been found to have a significant effect on most aspects of the doctoral experience. Yet we know little about the emotional landscape of these relationships and what makes them work. This study, which conducted qualitative interviews in one academic department, looks inside faculty-doctoral student relationships by examining the emotional competencies that both faculty and students display within them. Emotional competencies d...
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The authors in this consensual qualitative research study explored the dissertation experiences of 42 graduates (27 counselor educators, 13 counselors, 2 administrators) from 4 midwestern states. Identified domains included impact of environment, competing influences, personality traits, chair influence, committee function, and barriers to completion. An emergent theory reflected the interconnectedness of the dissertation process across internal, relational, and professional factors. Implication...
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