当疑虑占据上风时:对博士过程中出现的脱离现象的纵向研究

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Higher Education Pub Date : 2024-02-07 DOI:10.1007/s10734-023-01164-z
Aida Alisic, Ruth Noppeney, Bettina S. Wiese
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引用次数: 0

摘要

本调查的目的是揭示个体内部(即个人内部)远离博士学位目标的过程。基于行动危机的动机理论,我们假设个人(这里指自主职业管理)和外部(这里指社会支持)资源的缺乏可能会加剧对完成博士学位的怀疑。反过来,行动危机又会削弱随后采取积极主动行为和寻求社会支持的动机。我们使用随机截距交叉滞后面板模型分析了五波纵向自我报告数据(NT1 = 2011 名博士生,61.7% 为男性;间隔时间为半年)。这种方法可以将人与人之间的影响和人与人之间的影响区分开来。不出所料,我们发现个体内部自我职业管理和感知社会支持的增加会减少行动危机的发展,反之亦然。我们还讨论了如何在博士生培养过程中避免损失螺旋的实际意义。
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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When doubts take over: a longitudinal study on emerging disengagement in the PhD process

The purpose of the present investigation is to shed light on the intraindividual (i.e., within-person) process of distancing from the goal of obtaining a PhD. Based on the motivational theory of action crisis, we assume that a lack of both individual (here: self-directed career management) and external (here: social support) resources may fuel doubts concerning PhD completion. An action crisis, in turn, is proposed to undermine the subsequent motivation to engage in proactive behavior and seek out social support. We analyzed five waves of longitudinal self-report data (NT1 = 2011 PhD students, 61.7% men; half-year intervals) with the random-intercept cross-lagged panel model. This method allows to separate between-person from within-person effects. As expected, we found intraindividual increases in self-directed career management and perceived social support to reduce the development of an action crisis, and vice versa. Practical implications on how to avoid a loss spiral in the PhD process are discussed.

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来源期刊
Higher Education
Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.70
自引率
12.00%
发文量
160
期刊介绍: Higher Education is recognised as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators. While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts. Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.
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