Doctoral Students' Sense of Relational Agency in Their Scholarly Communities

Autor/inn/en	Pyhältö, Kirsi; Keskinen, Jenni
Titel	Doctoral Students' Sense of Relational Agency in Their Scholarly Communities
Quelle	In: International Journal of Higher Education, 1 (2012) 2, S.136-149 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Doctoral Programs; Graduate Students; Student Participation; Well Being; Academic Persistence; Group Dynamics; Behavioral Sciences; Student Surveys; Likert Scales; Interpersonal Relationship; Student Attitudes; Reflection; Training Methods; Social Psychology; Foreign Countries; Qualitative Research; Content Analysis; Finland + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Well-being; Wellness; Wohlbefinden; Gruppendynamik; Schülerbefragung; Likert-Skala; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Didaktik; Trainingsmaßnahme; Sozialpsychologie; Ausland; Qualitative Forschung; Inhaltsanalyse; Finnland
Abstract	The literature emphasizes the importance of integrating doctoral students into scholarly communities and practices at the very beginning of their studies. Although the importance of student participation in a scholarly community has been recognized empirical evidence concerning the quality of participation that promotes such engagement is scarce. This study focuses on exploring doctoral students' sense of relational agency in terms of their scholarly communities and how this is related to study persistence and experienced socio-psychological well-being. Altogether 669 doctoral candidates from three faculties (humanities, medicine, and behavioural sciences) from a large research-intensive Finnish University completed a doctoral student survey. The results showed that a minority of the students perceived themselves as active relational agents in terms of their scholarly communities. However, students who perceived themselves as active relational agents experienced less lack of interest in their studies, less negative emotions, and less often considered abandoning their studies than students who perceived themselves as passive objects in their communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01