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

Auteur(s): Litalien, DavidGuay, Frédéric
Résumé: 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.
Type de document: Article de recherche
Date de publication: 18 mars 2015
Date de la mise en libre accès: 18 mars 2017
Version du document: AM
Lien permanent: http://hdl.handle.net/20.500.11794/13745
Ce document a été publié dans: Contemporary educational psychology, Vol. 41, 218–231 (2015)
https://doi.org/10.1016/j.cedpsych.2015.03.004
Academic Press
Autre version disponible: 10.1016/j.cedpsych.2015.03.004
Collection :Articles publiés dans des revues avec comité de lecture

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