Doctoral Satisfaction With Faculty Advisers: Advisement Characteristics and Relationship to Socialization Outcomes

• In Event: Doctoral Student Supervision, Student Development, and the Professoriate

Abstract

This study aimed (1) to examine the predictors of Ph.D. student satisfaction with their faculty advisors (e.g., advisor reputation, psychological or academic support from advisor, etc.) and (2) to explore the quantitative relationships of such factors to key outcomes associated with the socialization of doctoral students into their academic disciplines (e.g., research self-efficacy, sense of belonging, performance gains in research skills). The findings suggest that although well-established variables positively predict advisor satisfaction, these factors predict little to no variance for other socialization outcomes. As such, this study provides insight into the interrelationships or lack thereof amongst socialization facets. Our study also provides evidence that the traditional cognitive apprenticeship model may not adequately reflect the varied influences on doctoral student development.

Authors

• Soojeong Jeong, Utah State University

• David F. Feldon, Utah State University

• Michelle A. Maher, University of Missouri - Kansas City

• James Peugh, University of Virginia