Postponement in the completion of the final dissertation: an underexplored dimension of achievement in higher education

Factors Predicting Postponement of a Final Dissertation: Replication and extension1

“…These assumptions have been confirmed in several studies at the secondary and tertiary education (e.g. Dupont et al, 2012;Skinner & Belmont, 1993;Skinner et al, 2008). The model also specifies that social support variables shape students' motivational beliefs, in line with previous studies (Connell et al, 1994;Furrer & Skinner, 2003;Skinner et al, 2008).…”

“…French versions of most of these scales have been used in previous studies, showing adequate reliability and validity (Galand, Raucent, & Frenay, 2010;Galand & Frenay, 2005;Dupont et al, 2012). Unless otherwise noted, the items were scored on a five-point scale, ranging from 1 (strongly disagree) to 5 (strongly agree).…”

“…The few studies that investigated the processes involved in FD completion are mainly qualitative with few participants and did not focus specifically on predictors of FD postponement (Anderson, Day & McLaughlin, 2008;Ylijoki, 2001). However, more recently, a study by Dupont, Meert, Galand and Nils (2012) examined, from an integrative and quantitative approach, the factors predicting FD postponement. This study showed that behavioral engagement, peer support, role conflict and age had an independent and significant effect on whether or not the final dissertation is completed on time.…”

Perceptions of Dental Hygienists About Thesis Completion in Graduate Education

“…Prior studies have identified such individual factors as home and school environment, 4 – 6 role conflict, 5 and interference with work 6 . The most common individual factors found were lack of support from family and peers, 4 , 5 life distractions, 4 , 6 and age 5 , 6 . A relationship between age and individual barriers may arise because older students have more life responsibilities 4 – 6 .…”

“…2 Research has found that scholarly work in the form of a thesis or dissertation is one of the most arduous tasks for graduate students to complete. [3][4][5][6][7][8][9][10][11][12][13] Liechty et al's framework for evaluating dissertation success, based on Vygotsky's sociocultural theory, examines how individual, relational, and institutional factors interact to influence dissertation (or thesis) completion. 3 This approach may also provide insight into how to provide support and structure to improve the thesis/dissertation process.…”