Developing Models of Graduate Student Degree Progress

Girves, Jean E.; Wemmerus, Virginia

doi:10.2307/1981691

Cited by 140 publications

(131 citation statements)

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“…Although the results in the literature are inconsistent for some of these variables, we consider gender (CGS, 2008;Most, 2008;Nettles & Millett, 2006; see also Bair &Haworth, 2005 andReamer, 1990, for a review), financial resources (Bowen & Rudenstine, 1992;Ehrenberg & Mavros, 1995;Girves & Wemmerus, 1988;Kim & Otts, 2010;Lovitts, 2001;Millett, 2003;Nettles & Millett, 2006), citizenship (CGS, 2008), research productivity (Nettles & Millett, 2006), and the number of completed semesters (Bowen & Rudenstine, 1992;Tinto, 1993).…”

Section: Persistence Determinants Used As Control Variablesmentioning

confidence: 99%

Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources

Litalien

Guay

2015

Contemporary Educational Psychology

177

124

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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, faculties as well as other graduate students. A two-pronged approach was used: 1) a retrospective comparison of completers and noncompleters (N = 422), and 2) a prospective examination of enrolled PhD students over two trimesters to assess dropout intentions (N = 1060). Overall, the findings of the two studies are similar and support the proposed model. Specifically, perceived competence appears to be the cornerstone of doctoral studies persistence (completion and dropout intentions) and is predicted mainly by autonomous and controlled regulations and advisor support. Both perceived support by advisor and by faculty have an indirect effect on dropout intentions through motivational processes.

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Section: Persistence Determinants Used As Control Variablesmentioning

confidence: 99%

Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources

Litalien

Guay

2015

Contemporary Educational Psychology

177

124

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“…Por ello el estudio de las tesis doctorales se justifica no solo por la transcendencia científica que tienen para la comunidad universitaria sino también por la variedad de actores que participan en su producción y evaluación y las relaciones que se establecen entre ellos. Así, por ejemplo, Gierves y Wemmerus consideran a los directores de tesis como "los gatekeepers de la profesión académi-ca" así como su agentes socializadores (Gierves y Wemmerus, 1988). Recientemente un estudio de las relaciones director-doctorando nos ha permitido conocer cómo se articulan las disciplinas a partir de sus genealogías científicas (Sugimoto, Ni y Russell, 2011).…”

Section: Introductionunclassified

La investigación científica sobre Cine en España a partir de sus tesis doctorales: Análisis de redes sociales (1978-2007)

Repiso

Torres-Salina

López-Cózar

2013

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“…The grade of the high school leaving certificate is shown to be a strong predictor for university success (Cyrenne and Chan, 2013;Danilowicz-Gösele et al, 2014;Girves and Wemmerus, 1988). Furthermore, the grade may be a measure of motivation since students with a very good high school leaving certificate are typically not only smart, but also willing to put a lot of effort into studying.…”

Section: Empirical Frameworkmentioning

confidence: 99%

The Second Dividend of Studying Abroad: The Impact of International Student Mobility on Academic Performance

Meya

Suntheim

2014

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may Georg-August University Göttingen September 2014Abstract This paper investigates the effect of studying abroad on students' success at university. Using an extensive dataset, propensity score matching is applied to account for possible self-selection into international mobility. Our empirical analysis suggests that a temporary study-related visit abroad significantly improves the final university grade, thus granting a second dividend in addition to personal experience. However, it seems that this effect is mainly driven by selective transferring of grades. Moreover, the study shows that a sojourn reduces the probability of finishing studies within the standard time period, suggesting that this dividend comes at a cost.

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Developing Models of Graduate Student Degree Progress

Cited by 140 publications

References 0 publications

Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources

Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources

La investigación científica sobre Cine en España a partir de sus tesis doctorales: Análisis de redes sociales (1978-2007)

The Second Dividend of Studying Abroad: The Impact of International Student Mobility on Academic Performance

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