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The Effect of Doctoral Students' Background, Involvement, and Perception of Growth on Their Intention To Persist. ASHE Annual Meeting Paper [electronic resource] / Foroozandeh Faghihi and Corinna A. Ethington.

This study examined the extent to which an individual doctoral student's characteristics and involvement in the academic and social life of the department influences the student's perception of growth and development during graduate school, and thus the student's persistence in pursui...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Author: Faghihi, Foroozandeh
Other Authors: Ethington, Corinna A.
Format: Electronic eBook
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 1996.
Subjects:
Academic Aspiration.
Academic Persistence.
Departments.
Doctoral Degrees.
Doctoral Programs.
Dropout Research.
Educational Environment.
Graduate Study.
Higher Education.
Mentors.
Student Characteristics.
Student College Relationship.
Student Development.
Student Financial Aid.
Student Participation.
Teacher Student Relationship.
Description
Summary:This study examined the extent to which an individual doctoral student's characteristics and involvement in the academic and social life of the department influences the student's perception of growth and development during graduate school, and thus the student's persistence in pursuing a graduate degree. The study surveyed doctoral students (N=711) attending a research university in the Midwest during fall of 1991. Analysis of survey responses (N=570) indicated that students' involvement in the program, especially involvement with the faculty and intellectual involvement, directly influenced students' intention to persist. Intellectual involvement and students' satisfaction is a function of age, gender, and marital status. Older students expressed higher intellectual involvement than younger students, and female students appeared to have higher intellectual involvement than males (contradicting some previous studies about women doctoral students). Results suggest that graduate programs may eliminate some barriers to the progress of students toward doctoral degrees by implementing such policies as providing financial, social, and faculty support. (Contains 33 references.) (PRW)
Item Description:ERIC Document Number: ED402815.
ERIC Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (21st, Memphis, TN, October 31 - November 3, 1996).
Physical Description:27 p.

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