Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-04-21 DOI:10.1080/0309877X.2022.2142102

Mariona Corcelles-Seuba, Núria Suñé-Soler, Anna Sala-Bubaré, M. Castelló

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引用次数: 0

Abstract

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.

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博士生对监督和研究社区支持的看法:它们与博士条件和经历的关系

摘要社会支持对成功完成博士研究至关重要。本研究的目的是探索监督和研究社区支持的个体差异如何与博士经历（放弃意愿、感知参与、兴趣、满意度、倦怠和压力）和博士条件（阶段和工作模式）相关。共有来自56所西班牙大学的1313名学生完成了一项博士经历调查。使用k均值聚类分析，根据学生从导师和研究社区获得的社会支持水平对学生进行分组。确定了两个社会支助概况，即减少支助和充分支助。结果表明，与支持情况良好的博士生相比，支持情况较差的博士生对自己的博士研究不太投入、感兴趣和满意，更有可能经历倦怠和压力，并报告辍学意向。此外，大多数支持率下降的学生都处于博士学位的第一阶段，据报道主要是单独工作。研究结果加强了在博士课程中加强监督和研究社区支持的必要性，特别是对那些开始攻读博士的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

JOURNAL OF FURTHER AND HIGHER EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.