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Autor/inn/en | Del Río, M. Luisa; Díaz-Vázquez, Rosario; Maside Sanfiz, José M. |
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Titel | Satisfaction with the Supervision of Undergraduate Dissertations |
Quelle | In: Active Learning in Higher Education, 19 (2018) 2, S.159-172 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1469-7874 |
DOI | 10.1177/1469787417721365 |
Schlagwörter | Undergraduate Students; Student Research; Theses; Supervisory Methods; Structural Equation Models; Supervisor Supervisee Relationship; Participant Satisfaction; Competence; Personal Autonomy; Teacher Role; Questionnaires; Correlation; Predictor Variables; Foreign Countries; Statistical Analysis; Spain |
Abstract | The undergraduate dissertation is characterized by a conflict between autonomy and support, in which the role of the supervisor is outlined; however, this role is not consistently defined either in the literature or in practice. As a result, a mismatch may arise between the dedication of the supervisor and the dedication expected from the student, which may affect both their satisfaction with the supervisor and the competences developed during the process. A structural equation model was used to test these relationships, concluding that the students who reported having acquired skills from the interaction with their respective supervisors are significantly more satisfied with them, and that the roles attributed to the supervisor by the student influence the skills developed. These findings suggest that it may be important to clarify the role of the supervisor in advance, according to the skills that are intended to be developed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |