Peer-mentoring and doctoral student retention: a longitudinal investigation

被引:3
作者
Ayoobzadeh, Mostafa [1 ]
机构
[1] Univ Quebec Montreal UQAM, Sch Management ESG, Montreal, PQ, Canada
关键词
Doctoral students; student retention; student attrition; intention to leave; motivation for PhD; autonomous motivation; self-determination theory; MOTIVATION; PERCEPTIONS; LEADERSHIP; SUPPORT;
D O I
10.1080/07294360.2022.2106948
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Many doctoral students do not finish their studies. Social support has been shown to lower the likelihood of student withdrawal. I propose peer-mentoring as one of the practices that makes a significant difference in doctoral student attrition. In this longitudinal study, I investigated the influence of peer-mentoring on students' motivation and retention. Data were collected four times from 35 participants (a total of 140 surveys) in a Canadian university, where senior doctoral candidates mentored first year doctoral students. Data analysis indicates that students who received high levels of peer-mentoring experienced both steady and high autonomous motivation for their studies and low intention to leave. Implications for theory and practice are discussed.
引用
收藏
页码:513 / 529
页数:17
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