Electronic Theses and Dissertations

Identifier

745

Date

2012

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Ed Psychology and Research

Concentration

Educational Psychology

Committee Chair

Christian Mueller

Committee Member

Corinna Ethington

Committee Member

Martin Jones

Committee Member

Susan Magun-Jackson

Abstract

The current study explored socialization variables (academic discipline, part-time versus full-time enrollment status, and student involvement with research and teaching assistantships) and educational psychological variables (academic help-seeking attitudes, achievement goal orientations, and dissertation self-efficacy) in relation to dissertation progress. The primary research questions were 1) What is the unique relationship between the educational psychological variables of academic help-seeking attitudes, achievement goal orientations, dissertation self-efficacy, and dissertation progress over and above the socialization variables of academic discipline, enrollment status, and student involvement in research and teaching assistantships? 2) Is there a significant difference between the academic help-seeking attitudes of PhD candidates and PhD graduates? 3) Is there a significant difference in academic help-seeking attitudes, achievement goal orientations, dissertation self-efficacy, and dissertation progress based on academic discipline using Holland's theory? Participants were two groups (N = 445) from 92 academic majors and 46 invited universities across the United States: PhD candidates (N = 236) who had completed coursework, passed oral and written comprehensive exams and were currently enrolled in a PhD program; and PhD graduates (N = 209) who had earned their degrees. The two groups were further divided into the Holland categories of Artistic, Enterprising, Investigative, and Social categories. Respondents completed an on-line survey consisting of 3 previously-validated questionnaires with minimal word modification. Results for queston 1 revealed dissertation self-efficacy to significantly and positively predict dissertation progress over and above teaching assistanships. Further analyses revealed performance-approach and help-seeking approach to significantly and positively predict dissertation self-efficacy. Results for question 2 revealed no significant difference between the academic help-seeking attitudes of PhD candidates and PhD graduates. Results for question 3 revealed that physical and life sciences PhD candidates (Holland category of Investigative) significantly differed from social sciences PhD candidates (Holland category of Social) and had higher means for mastery and performance-approach. Implications of this study are addressed.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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