Mentoring and Talent Development: Doctoral Advisors and Their Proteges

mentoring;doctoral;graduate;empirical;cross-sectional

Lunsford, Laura Gail ; Gray, Denis O., Committee Chair,Lunsford, Laura Gail ; Gray ; Denis O. ; Committee Chair

University:North Carolina State University

关键词: mentoring;    doctoral;    graduate;    empirical;    cross-sectional;   

Others  :  https://repository.lib.ncsu.edu/bitstream/handle/1840.16/3170/etd.pdf?sequence=1&isAllowed=y

美国|英语

来源: null

【 摘 要 】

This study examines the effect of mentoring on five doctoral student outcomes: satisfaction with advisor, intellectual property events, publications, presentations, and degree progress. Psychosocial support, citizenship, discipline, and identity were examined as four moderator variables. Doctoral students who began their program between August, 2000 and January, 2003, provided information about mentoring from their advisor and other individuals, satisfaction with their advisor, doctoral productivity, and degree progress. Two mentoring factors, career and psychosocial support, significantly interact and predict satisfaction with advisor. At high levels of career or psychosocial support, this interaction has the most effect. Discipline was a significant moderator of career and psychosocial support on number of publications. Citizenship and identity were not significant moderators of mentoring and the five dependent variables. Number of semesters of undergraduate research was significantly related to satisfaction with advisor, intellectual property events, presentations, and degree progress. Most individuals reported having a network of mentors.