Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Original Communication

I Need Somebody to Lean on

The Effect of Peer, Relative, and Supervisor Support on Emotions, Perceived Progress, and Persistence in Different Stages of Doctoral Advancement

Published Online:April 30, 2019https://doi.org/10.1024/1421-0185/a000224

Abstract

Abstract. In the literature, social support is depicted as an important determinant of whether someone completes their doctoral process. However, few studies actually test the impact of social support in sound quantitative designs. The present study provides an incremental understanding of the social support effect by (a) assessing the joint influence of three sources of social support (supervisor, academic peers, and relatives) on the emotions of doctoral students, their perceived progress and intention to persist; and (b) testing the interactions between these three sources of support and the doctoral stage of advancement. To this end, we carried out a longitudinal three-wave study with 446 doctoral students from two Belgian universities. The hierarchical regressions showed that (1) only supervisor support significantly predicted the outcomes of doctoral students and (2) the influence of social support on intention to persist was moderated by the stage of advancement in the doctoral journey. We discuss these results and their implications for further work on social support in light of existing literature on doctoral persistence.

References

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage. First citation in articleGoogle Scholar

  • Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. SmartEd., Higher education: Handbook of theory and research (Vol. 19, pp. 481–534). Dordrecht, The Netherlands: Springer. First citation in articleGoogle Scholar

  • Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher Education, 33, 297–315. https://doi.org/10.1007/s10755-008-9084-x First citation in articleCrossref, Google Scholar

  • Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1988). Teacher as social context: A measure of student perceptions of teacher provision of involvement, structure, and autonomy-support. Rochester, NY: University of Rochester Press. First citation in articleGoogle Scholar

  • Bostwick, V. K., & Weinberg, B. A. (2018). Nevertheless she persisted? Gender peer effects in doctoral STEM programs (No. w25028). Washington, DC: National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w25028 First citation in articleCrossref, Google Scholar

  • Castellò, M., Pardo, M., Sala-Bubaré, A., & Suñe-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053–1068. https://doi.org/10.1007/s10734-016-0106-9 First citation in articleCrossref, Google Scholar

  • Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38, 300–314. https://doi.org/10.1097/00006842-197609000-00003 First citation in articleCrossref, Google Scholar

  • Cohen, S., & Wills, T. A. (1985). Stress, social support and the buffering hypothesis. Psychological Bulletin, 98, 310–357. First citation in articleCrossref, Google Scholar

  • Cornér, S., Löfström, E., & Pyhältö, K. (2017). The relationship between doctoral students’ perceptions of supervision and burnout. International Journal of Doctoral Studies, 12, 91–106. Retrieved from http://www.ingentaconnect.com/content/doaj/15568881/2017/00000012/00000001/art00006 First citation in articleCrossref, Google Scholar

  • Cotterall, S. (2013). More than just a brain: Emotions and the doctoral experience. Higher Education Research and Development, 32, 174–187. https://doi.org/10.1080/07294360.2012.680017 First citation in articleCrossref, Google Scholar

  • Cutrona, C. E., & Russell, D. W. (1990). Type of social support and specific stress: Toward a theory of optimal matching. In B. R. SarasonI. G. SarasonG. R. PierceEds., Social support: An interactional view (pp. 319–366). New York, NY: Wiley. First citation in articleGoogle Scholar

  • De Clercq, M., Galand, B., & Frenay, M. (2013). Chicken or the egg: Longitudinal analysis of the causal dilemma between goal orientation, self-regulation and cognitive processing strategies in higher education. Studies in Educational Evaluation, 39, 4–13. https://doi.org/10.1016/j.stueduc.2012.10.003 First citation in articleCrossref, Google Scholar

  • De Clercq, M., Roland, N., Brunelle, M., Galand, B., & Frenay, M. (2018). The delicate balance to adjustment: A qualitative approach of student’s transition to the first year at university. Psychologica Belgica, 58, 67–90. https://doi.org/10.5334/pb.409 First citation in articleCrossref, Google Scholar

  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227–268. https://doi.org/10.1207/S15327965PLI1104_01 First citation in articleCrossref, Google Scholar

  • Deuchar, R. (2008). Facilitator, director or critical friend? Contradiction and congruence in doctoral supervision styles. Teaching in Higher Education, 13, 489–500. Retrieved from http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/13562510802193905 First citation in articleCrossref, Google Scholar

  • Devos, C., Boudrenghien, G., Van der Linden, N., Frenay, M., Azzi, A., Galand, B., & Klein, O. (2016). Misfits Between Doctoral Students and Their Supervisors:(How) Are They Regulated? International Journal of Doctoral Studies, 11, 467–486. First citation in articleCrossref, Google Scholar

  • Devos, C., Boudrenghien, G., Van der Linden, N., Azzi, A., Frenay, M., Galand, B., & Klein, O. (2017). Doctoral students’ experiences leading to completion or attrition: A matter of sense, progress and distress. European Journal of Psychology of Education, 32(1), 61–77. https://doi.org/10.1007/s10212-016-0290-0 First citation in articleCrossref, Google Scholar

  • Devos, C., Van der Linden, N., Boudrenghien, G., Azzi, A., Frenay, M., Galand, B., & Klein, O. (2015). Doctoral supervision in the light of the three types of support promoted in self-determination theory. International Journal of Doctoral Studies, 10, 438–464. First citation in articleCrossref, Google Scholar

  • Dupont, S., Galand, B., & Nils, F. (2015). The impact of different sources of social support on academic performance: Intervening factors and mediated pathways in the case of master’s thesis. European Review of Applied Psychology, 65, 227–237. https://doi.org/10.1016/j.erap.2015.08.003 First citation in articleCrossref, Google Scholar

  • Dupont, S., Meert, G., Galand, B., & Nils, F. (2013). Postponement in the completion of the final dissertation: An underexplored dimension of achievement in higher education. European Journal of Psychology of Education, 28, 619–639. https://doi.org/10.1007/s10212-012-0132-7 First citation in articleCrossref, Google Scholar

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 First citation in articleCrossref, Google Scholar

  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London, UK: Sage. First citation in articleGoogle Scholar

  • Fredrick, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. https://doi.org/10.3102/00346543074001059 First citation in articleCrossref, Google Scholar

  • Galand, B., & Hospel, V. (2015). Facteurs associés au risque de décrochage scolaire: Vers une approche integrative [Factors associated with school drop-out: Toward an integrative approach]. Orientation Scolaire et Professionnelle, 44, 339–369. https://doi.org/10.4000/osp.4604 First citation in articleGoogle Scholar

  • Gardner, S. K. (2007). “I heard it through the grapevine”: Doctoral student socialization in chemistry and history. Higher Education, 54, 723–740. https://doi.org/10.1007/s10734-006-9020-x First citation in articleCrossref, Google Scholar

  • Gardner, S. K. (2009). Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States. Higher Education, 58, 97–112. https://doi.org/10.1007/s10734-008-9184-7 First citation in articleCrossref, Google Scholar

  • Gardner, S. K. (2010). Contrasting the socialization experiences of doctoral students in high- and low completing departments: A qualitative analysis of disciplinary contexts at one institution. The Journal of Higher Education, 81, 61–81. Retrieved from http://www.ohiostatepress.org/ First citation in articleCrossref, Google Scholar

  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference 11.0 update (4th ed.). Boston, MA: Allyn & Bacon. First citation in articleGoogle Scholar

  • Golde, C. M. (2000). Should I stay or should I go? Student descriptions of the doctoral attrition process. The Review of Higher Education, 23, 199–227. First citation in articleCrossref, Google Scholar

  • Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. The Journal of Higher Education, 76, 669–700. Retrieved from http://www.ohiostatepress.org First citation in articleCrossref, Google Scholar

  • Groenvynck, H., Vandevelde, K., & Van Rossem, R. (2013). The PhD track: Who succeeds, who drops out? Research Evaluation, 22, 199–209. https://doi.org/10.1093/reseval/rvt010 First citation in articleCrossref, Google Scholar

  • Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95, 347–356. First citation in articleCrossref, Google Scholar

  • Hopwood, N. (2010). A sociocultural view of doctoral students’ relationships and agency. Studies in Continuing Education, 32, 103–117. https://doi.org/10.1080/0158037X.2010.487482 First citation in articleCrossref, Google Scholar

  • House, J. (1981). Work stress and social support. Reading, MA: Addison-Wesley. First citation in articleGoogle Scholar

  • Ivankova, N., & Stick, S. (2007). Students’ persistence in a distributed doctoral program in educational leadership in higher education: A mixed methods study. Research in Higher Education, 48, 93–135. https://doi.org/10.1007/s11162-006-9025-4 First citation in articleCrossref, Google Scholar

  • Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes. Studies in Higher Education, 30, 535–555. Retrieved from http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=UW18876682632U63 First citation in articleCrossref, Google Scholar

  • Jairam, D., & Kahl, D. H. Jr. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311–329. First citation in articleCrossref, Google Scholar

  • Jones, M. (2013). Issues in doctoral studies – forty years of journal discussion: Where have we been and where are we going? International Journal of Doctoral Studies, 8, 83–104. First citation in articleCrossref, Google Scholar

  • Karasek, R. A., & Theorell, T. (1990). Healthy work: Stress, productivity and the reconstruction of working life. New York, NY: Basic Books. First citation in articleGoogle Scholar

  • Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46, 868–879. First citation in articleCrossref, Google Scholar

  • Lynch, M. F., Salikhova, N. R., & Salikhova, A. (2018). Internal motivation among doctoral students: Contributions from the student and from the student’s environment. International Journal of Doctoral Studies, 13, 255–272. First citation in articleCrossref, Google Scholar

  • Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. New York, NY: Rowman & Littlefield. First citation in articleGoogle Scholar

  • Mainhard, T., van der Rijst, R., van Tartwijk, J., & Wubbels, T. (2009). Development, reliability and validity of the questionnaire on supervisor-doctoral student interaction. Higher Education, 58, 359–373. https://doi.org/10.1007/s10734-009-9199-8 First citation in articleCrossref, Google Scholar

  • Martinsuo, M., & Turkulainen, V. (2011). Personal commitment, support and progress in doctoral studies. Studies in Higher Education, 36, 103–120. https://doi.org/10.1080/03075070903469598 First citation in articleCrossref, Google Scholar

  • McAlpine, L., & McKinnon, M. (2013). Supervision – the most variable of variables: Student perspectives. Studies in Continuing Education, 35, 265–280. https://doi.org/10.1080/0158037X.2012.746227 First citation in articleCrossref, Google Scholar

  • Nutov, L., & Hazzan, O. (2011). Feeling the doctorate: Is a doctoral research that studies the emotional labor of doctoral students possible? The International Journal of Doctoral Studies, 6, 019–032. First citation in articleCrossref, Google Scholar

  • O’Bara, C. C. (1993). Why some finish and why some don’t: Factors affecting PhD completion (Ph.D. dissertation, The Claremont Graduate University). Retrieved from Dissertations & Theses: A&I database (Publication No. AAT 9330356). First citation in articleGoogle Scholar

  • O’Brien, R. M. (2007). A caution regarding rules of thumb for variance inflation factors. Quality and Quantity, 41, 673–690. https://doi.org/10.1007/s11135-006-9018-6 First citation in articleCrossref, Google Scholar

  • Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42, 572–590. https://doi.org/10.1080/03075079.2015.1063598 First citation in articleCrossref, Google Scholar

  • Overall, N. C., Deane, K. L., & Peterson, E. R. (2011). Promoting doctoral students’ research self-efficacy: Combining academic guidance with autonomy support. Higher Education Research and Development, 30, 791–805. https://doi.org/10.1080/07294360.2010.535508 First citation in articleCrossref, Google Scholar

  • Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47, 451–476. https://doi.org/10.1007/s11162-005-9003-2 First citation in articleCrossref, Google Scholar

  • Peltonen, J. A., Vekkaila, J., Rautio, P., Haverinen, K., & Pyhältö, K. (2017). Doctoral students’ social support profiles and their relationship to burnout, drop-out intentions, and time to candidacy. International Journal of Doctoral Studies, 12, 157–173. https://doi.org/10.28945/3792 First citation in articleCrossref, Google Scholar

  • Phan, H. P. (2009). Relations between goals, self-efficacy, critical thinking and deep processing strategies: A path analysis. Educational Psychology, 29, 777–799. https://doi.org/10.1080/01443410903289423 First citation in articleCrossref, Google Scholar

  • Pyhältö, K., Vekkaila, J., & Keskinen, J. (2012). Exploring the fit between doctoral students’ and supervisors’ perceptions of resources and challenges vis-à-vis the doctoral journey. International Journal of Doctoral Studies, 7, 395–414. https://doi.org/10.1108/17597511311316991 First citation in articleCrossref, Google Scholar

  • Schonfeld, I. S. (2001). Stress in 1st-year women teachers: The context of social support and coping. Genetic, Social, and General Psychology Monographs, 127, 133–168. First citation in articleGoogle Scholar

  • Semmer, N. K., Elfering, A., Jacobshagen, N., Perrot, T., Beehr, T. A., & Boos, N. (2008). The emotional meaning of instrumental social support. International Journal of Stress Management, 15, 235–251. https://doi.org/10.1037/1072-5245.15.3.235 First citation in articleCrossref, Google Scholar

  • Shanock, L. R., & Eisenberger, R. (2006). When supervisors feel supported: Relationships with subordinates’ perceived supervisor support, perceived organizational support, and performance. Journal of Applied Psychology, 91, 689–695. https://doi.org/10.1037/0021-9010.91.3.689 First citation in articleCrossref, Google Scholar

  • Stubb, J., Pyhältö, K., & Lonka, K. (2011). Balancing between inspiration and exhaustion: PhD students’ experienced socio-psychological well-being. Studies in Continuing Education, 33, 33–50. First citation in articleCrossref, Google Scholar

  • Tinto, V. (1997). Classrooms as communities. Exploring the educational character of student persistence. Journal of Higher Education, 68, 599–623. First citation in articleCrossref, Google Scholar

  • Tompkins, K. A., Brecht, K., Tucker, B., Neander, L. L., & Swift, J. K. (2016). Who matters most? The contribution of faculty, student-peers, and outside support in predicting graduate student satisfaction. Training and Education in Professional Psychology, 10, 102–108. https://doi.org/10.1037/tep0000115 First citation in articleCrossref, Google Scholar

  • Vekkaila, J., Pyhältö, K., Hakkarainen, K., Keskinen, J., & Lonka, K. (2012). Doctoral students’ key learning experiences in the natural sciences. International Journal for Researcher Development, 3, 154–183. https://doi.org/10.1108/17597511311316991 First citation in articleCrossref, Google Scholar

  • Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x First citation in articleCrossref, Google Scholar

  • Wills, T. A., & Shinar, O. (2000). Measuring perceived and received social support. In S. CohenL. G. UnderwoodB. H. GottliebEds., Social support measurement and intervention (pp. 86–135). New York, NY: Oxford University Press. First citation in articleGoogle Scholar

  • Wollast, R., Boudrenghien, G., Van der Linden, N., Galand, B., Roland, N., Devos, C., … Frenay, M. (2018). Who are the doctoral students who drop out? Factors associated with the rate of doctoral degree completion in universities. International Journal of Higher Education, 7(4), 143–156. First citation in articleCrossref, Google Scholar