Obstacles, Facilitators, and Needs in Doctoral Writing: A Systematic Review

Autor/inn/en	Calle-Arango, Lina; Ávila Reyes, Natalia
Titel	Obstacles, Facilitators, and Needs in Doctoral Writing: A Systematic Review
Quelle	In: Studies in Continuing Education, 45 (2023) 2, S.133-151 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calle-Arango, Lina) ORCID (Ávila Reyes, Natalia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2022.2026315
Schlagwörter	Doctoral Dissertations; Academic Language; Writing (Composition); Barriers; Influences; Needs; Social Sciences; Humanities; Self Concept; Self Management; Research Reports; Educational Research + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Influence; Einfluss; Einflussfaktor; Grundbedürfnis; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geisteswissenschaften; Humanwissenschaften; Selbstkonzept; Selbstmanagement; Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung
Abstract	Writing is one of the main challenges doctoral students face in their process of becoming researchers. Nonetheless, institutional initiatives to support writing processes are relatively recent and not necessarily research-grounded. This systematic literature review aims to address this gap by answering the questions: What obstacles and facilitators in the writing process do doctoral students encounter in the areas of SS&H? And what clues do these offer about students' needs for institutional support? To do so, we focus on empirical student-centred research. Systematizing the evidence may strengthen pedagogical decisions and programmatic orientations focused on the students' experiences and writing processes. We analysed a total of 38 studies on these topics collected from mainstream databases and identified patterns of recurring results that illustrate obstacles and facilitators from which the needs arise. Negative self-perceptions and low self-regulation are among the main obstacles of the writing process, while shared writing experiences foster affective dimensions self-regulation, and improve familiarisation with the discursive community. Lastly, institutional spaces specifically dedicated to writing as well as sustained positive and constructive feedback emerged as needs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01