Doctoral Student Perceptions of Supervisory and Research Community Support: Their Relationships with Doctoral Conditions and Experiences

Autor/inn/en	Corcelles-Seuba, Mariona; Suñe-Soler, Núria; Sala-Bubaré, Anna; Castelló, Montserrat
Titel	Doctoral Student Perceptions of Supervisory and Research Community Support: Their Relationships with Doctoral Conditions and Experiences
Quelle	In: Journal of Further and Higher Education, 47 (2023) 4, S.481-491 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corcelles-Seuba, Mariona) ORCID (Suñe-Soler, Núria) ORCID (Sala-Bubaré, Anna) ORCID (Castelló, Montserrat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2142102
Schlagwörter	Doctoral Students; Student Attitudes; Supervision; Individual Differences; Intention; Learner Engagement; Student Interests; Student Satisfaction; Burnout; Stress Variables; Foreign Countries; Supervisor Supervisee Relationship; Potential Dropouts; Spain + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Individueller Unterschied; Studieninteresse; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Ausland; Spanien
Abstract	Social support is important for the successful completion of doctoral studies. The aim of this study was to explore how individual differences in supervisory and research community support are related to doctoral experiences (abandonment intentions, perceived engagement, interest, satisfaction, burnout and stress) and doctoral conditions (phase and work modality). In total, 1313 students from 56 Spanish universities completed a doctoral experience survey. A k-means cluster analysis was used to group the students by the level of social support they received from supervisors and the research community. Two social support profiles, reduced and adequate support were identified. The results indicate that doctoral students with a reduced support profile were less engaged, interested and satisfied with their doctoral studies and more likely to experience burnout and stress and to report drop out intentions than those with an adequate support profile. Furthermore, most students with a reduced support profile were in the first phase of their doctorate and reported mainly working individually. The results reinforce the need, in doctoral programmes, to improve supervisory and research community support, especially for those students beginning their doctoral studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01