Research on doctoral students is increasingly focusing on the motivation (Gardner, 2009; O’Meara et al., 2013) and well-being (Hyun et al., 2006; Morris, 2013) of students across the disciplines. However, no quantitative research to date has explored the effects of phase in the doctoral program on these factors. In the present study, a web-based survey was conducted to explore doctoral students’ motivation and well-being (N = 3,155). One-way ANCOVAs revealed significant effects of phase in the program on doctoral students’ self-efficacy, stress, and satisfaction with their program. The findings highlight the need for a differential approach to supporting doctoral students throughout their programs, both in terms of training and guidance, and in terms of access to health and wellness resources. Copyright © 2018 AERA.
|Publication status||Published - Apr 2018|
|Event||2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"|
- New York, United States
Duration: 13 Apr 2018 → 17 Apr 2018
|Conference||2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"|
|Abbreviated title||AERA 2018|
|Period||13/04/18 → 17/04/18|