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

DC FieldValueLanguage
dc.contributor.authorLitalien, David-
dc.contributor.authorGuay, Frédéric-
dc.date.accessioned2017-04-21T20:52:56Z-
dc.date.available2017-03-18-
dc.date.issued2015-03-18-
dc.identifier.issn0361-476Xfr
dc.identifier.urihttp://hdl.handle.net/20.500.11794/13745-
dc.description.abstractThe 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.fr
dc.languageengfr
dc.publisherAcademic Pressfr
dc.relation.isbasedondoi:10.1016/j.cedpsych.2015.03.004fr
dc.subjectPhD studies persistencefr
dc.subjectSelf-determination theoryfr
dc.subjectPerceived competencefr
dc.subjectAcademic motivationfr
dc.titleDropout intentions in PhD Studies : a comprehensive model based on interpersonal relationships and motivational resourcesfr
dc.typeCOAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherchefr
dcterms.bibliographicCitationContemporary educational psychology, Vol. 41, 218–231 (2015)fr
dc.audienceProfesseursfr
dc.audienceÉtudiantsfr
dc.audienceDoctorantsfr
dc.audiencePsychologuesfr
dc.audienceAdministrateurs d'universitéfr
dc.identifier.doi10.1016/j.cedpsych.2015.03.004fr
dc.subject.rvmThéorie de l'autodétermination (Psychologie)fr
dc.subject.rvmDoctoratfr
dc.subject.rvmMotivation en éducationfr
rioxxterms.versionAccepted Manuscriptfr
rioxxterms.version_of_recordhttps://doi.org/10.1016/j.cedpsych.2015.03.004fr
rioxxterms.project.funder_nameJoseph Armand Bombardier Canada Doctoral Scholarshipsfr
rioxxterms.project.funder_nameCanada Research Chairsfr
rioxxterms.project.funder_nameFonds de Recherche du Québec-Société et Culturefr
bul.rights.periodeEmbargo24Mfr
dc.audience.peerreviewOuifr
Collection:Articles publiés dans des revues avec comité de lecture

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