Doctoral Students' Perceptions of Advising Style and Development and the Relationship between Them

Lan, William Y.; Williams, Amanda

doi:10.12930/0271-9517-25.1.31

Cited by 11 publications

(24 citation statements)

References 23 publications

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“…As found in previous studies, advisors are critical for doctoral program completion (Bair & Haworth, 1999;Faghihi et al, 1999;Lan & Williams;2005;Lovitts, 2001Lovitts, , 2008Maton et al, 2011;Paglis et al, 2006;Tenenbaum et al, 2011;Zhao et al, 2007). A spotlight was put on the interpersonal dimensions of the advising relationship in this study.…”

Section: Implications For Doctoral Facultysupporting

confidence: 53%

“…The result that a sense of relatedness to an advisor was positively related to motivation to continue and graduate student program satisfaction was not unexpected; the importance of the advisor has been documented in many other studies (Bair & Haworth, 1999Faghihi et al, 1999Lan & Williams;2005;Lovitts, 2001Lovitts, , 2008Maton et al, 2011;Paglis et al, 2006;Tenenbaum et al, 2011;Zhao et al, 2007). What was not studied in the investigation was a sense of relatedness to peers.…”

Section: Further Researchsupporting

confidence: 53%

“…Relatedness with advisors also has been indicated to have a positive impact on productivity (Paglis et al, 2006), dissertation progress (Faghihi et al, 1999), time to degree (Potvin & Tai, 2011;Wao & Onwuegbuzie, 2011), and high levels of completion within a department (Ferrer de Valero, 2001). Graduate students who had advisors who were supportive, but had high standards, had higher levels of motivation and productivity than those who did not have such advisors (Lan & Williams, 2005).…”

Section: Primary Analysesmentioning

confidence: 92%

“…A feeling of relatedness with an advisor has been reported as having positive outcomes for graduate students (Faghihi et al, 1999;Lan & Williams;2005;Maton, Wimms, Grant, Wittig, Rogers, & Vazquez, 2011;Paglis et al, 2006;Tenenbaum, Crosby, & Gliner, 2011;Zhao, Golde, & McCormick, 2007). Zhao and colleagues (2007) reported that when an advisor has a "personal touch" (i.e., shows interest in the student's personal life, provides emotional support, and demonstrates caring for the whole person) graduate students have higher satisfaction with those relationships than those with advisors without those attributes.…”

Section: Relatednessmentioning

confidence: 99%

“…When students received mentoring from their advisors, they submitted more conference papers, journal articles, book chapters, and grant proposals since the beginning of their doctoral studies than those who did not receive such mentoring (Paglis et al, 2006). Students who worked with advisors who had high standards and were supportive were more motivated and productive than the students who did not have advisors with these qualities (Lan & Williams, 2005). When advisors met monthly with students and provided support, students graduated more quickly than when advisors did not spend time with their students (Wao & Onwuegbuzie, 2011).…”

Section: Relatednessmentioning

confidence: 99%

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Motivation, Satisfaction, and Innate Psychological Needs

Mason

2012

IJDS

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This study investigates the roles that innate psychological needs and student satisfaction have on doctoral student motivation. A total of 125 doctoral students completed surveys that included how autonomous, competent, satisfied with their program, and motivated they felt. Information about their sense of relatedness to their advisor was also collected. Autonomy was defined as the freedom to do one's own research. Competence was the overall level of competence the students felt they had in graduate school. A sense of relatedness toward the students' advisor was the relatedness factor. Hierarchical regression analyses were completed to investigate the relationships among autonomy, competence, relatedness, satisfaction, and motivation to continue graduate school. The results indicated that there was a positive relationship between motivation to continue and autonomy, competence, and relatedness. Autonomy and relatedness were positively related to satisfaction, but competence was not. The relationship between autonomy and relatedness was mediated by satisfaction. The importance of students' having autonomy over their research indicates that advisors should give their students independence in developing their research agendas. Having a collegial relationship with advisors is also critical for students' satisfaction and motivation, so these relationships should be encouraged. Limitations, implications, and further research are discussed.

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Section: Implications For Doctoral Facultysupporting

confidence: 53%

Section: Further Researchsupporting

confidence: 53%

Section: Primary Analysesmentioning

confidence: 92%

Section: Relatednessmentioning

confidence: 99%

Section: Relatednessmentioning

confidence: 99%

See 3 more Smart Citations

Motivation, Satisfaction, and Innate Psychological Needs

Mason

2012

IJDS

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Employing Agency in Academic Settings: Doctoral Students Shaping Their Own Experiences

Göller

Harteis

2014

Professional and Practice-Based Learning

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Doctoral students’ knowledge of educators’ problems of professional competency.

Furr

Brown-Rice

2016

Training and Education in Professional Psychology

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We surveyed doctoral students in APA-accredited programs (clinical psychology PhD, counseling psychology PhD, and clinical psychology PsyD; n ϭ 939) and CACREP-accredited counseling/counselor education programs PhD (n ϭ 345) to investigate their knowledge of educators' problems of professional competency (PPC). Findings suggest the majority of respondents are aware of educators with PPC and are affected by these interactions. Areas such as educators' unprofessional behavior (e.g., dishonesty, excessive tardiness, class absences), inadequate supervision skills, inappropriate boundaries, and inability to regulate emotions were cited by all groups as problematic while being culturally insensitive or culturally incompetent was a more prominent problem experienced by psychology doctoral students. Doctoral students reported that they had feelings of resentment toward educators who displayed PPC and viewed these educators as disrupting the learning environment in the classroom, interfering with their ability to concentrate and complete their own work, and increasing their workload. Limited differences between programs adhering to the scientist-practitioner model and programs following the practitionerscholar model were noted.

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Doctoral Students' Perceptions of Advising Style and Development and the Relationship between Them

Cited by 11 publications

References 23 publications

Motivation, Satisfaction, and Innate Psychological Needs

Motivation, Satisfaction, and Innate Psychological Needs

Employing Agency in Academic Settings: Doctoral Students Shaping Their Own Experiences

Doctoral students’ knowledge of educators’ problems of professional competency.

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