This paper aims to investigate doctoral students’ perceptions of and satisfaction with their doctor of education program, specifically related to dissertation writing preparation. The results offer a complex picture that has implications for the design of doctoral education programs that aim to help students prepare for culminating academic writing products such as dissertations.,Qualitative data, by means of an anonymous online survey with open-ended questions, were used to ascertain 115 doctoral students’ writing experiences in a doctoral program at one university in the USA.,The findings of this study suggest the importance of intrapersonal factors, specifically the ability to engage in self-directed learning; interpersonal factors, such as peer and faculty support; and institutional factors, namely, faculty’s writing-based pedagogical practices, in supporting doctoral students’ academic writing.,This study suggests in addition to selecting and nurturing students’ ability to engage in self-directed learning, there are a number of specific strategies and practices doctoral faculty can engage in and use to prepare students for successful dissertation writing.,This study provides the perspective of former and existing doctoral students to illuminate the needs they perceive as they engage in dissertation writing. The study provides practical strategies based on common themes in student responses.

中文翻译：

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准备论文写作：博士生对学生的看法

本文旨在研究博士生对他们的教育博士课程的理解和满意度，特别是与论文写作准备有关的。结果提供了一个复杂的图景，对博士教育计划的设计有重要意义，该计划旨在帮助学生为最终的学术写作产品（如论文）做准备。定性数据通过无限制提问的匿名在线调查进行了研究。在美国一所大学的博士课程中确定115位博士生的写作经验。这项研究的结果表明人际因素的重要性，特别是参与自主学习的能力；人际因素，例如同伴和教职员工的支持；和制度因素，即 该研究表明，除了选择和培养学生进行自主学习的能力外，博士生还可以采用许多具体的策略和方法来从事博士生的学术写作活动。这项研究提供了以前和现在的博士生的观点，以阐明他们从事论文写作时所感知的需求。该研究提供了基于学生回答中常见主题的实用策略。博士生可以采用多种具体的策略和实践来为学生准备成功的论文写作做准备。本研究提供了前任和现任博士生的视角，以阐明他们从事论文写作时所感知的需求。该研究提供了基于学生回答中常见主题的实用策略。博士生可以采用多种具体的策略和实践来为学生准备成功的论文写作做准备。本研究提供了前任和现任博士生的视角，以阐明他们从事论文写作时所感知的需求。该研究提供了基于学生回答中常见主题的实用策略。