Dropout intentions in PhD Studies : a comprehensive model based on interpersonal relationships and motivational resources

Authors: Litalien, DavidGuay, Frédéric
Abstract: The purpose of this study was to provide a better understanding of doctoral studies persistence and completion by developing and validating a predictive model of dropout intentions. Based on self-determination theory (SDT), the model posits that perceived competence decreases dropout intentions, and that perceived competence is explained by autonomous and controlled regulations, which are in turn predicted by perceived psychological needs support provided by the student’s advisor, faculties as well as other graduate students. A two-pronged approach was used: 1) a retrospective comparison of completers and noncompleters (N = 422), and 2) a prospective examination of enrolled PhD students over two trimesters to assess dropout intentions (N = 1060). Overall, the findings of the two studies are similar and support the proposed model. Specifically, perceived competence appears to be the cornerstone of doctoral studies persistence (completion and dropout intentions) and is predicted mainly by autonomous and controlled regulations and advisor support. Both perceived support by advisor and by faculty have an indirect effect on dropout intentions through motivational processes.
Document Type: Article de recherche
Issue Date: 18 March 2015
Open Access Date: Restricted access
Document version: VoR
Permalink: http://hdl.handle.net/20.500.11794/13745
This document was published in: Contemporary educational psychology, Vol. 41, 218–231 (2015)
https://doi.org/10.1016/j.cedpsych.2015.03.004
Academic Press
Alternative version: 10.1016/j.cedpsych.2015.03.004
Collection:Articles publiés dans des revues avec comité de lecture

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