Citations (98)
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Ye Han & Yueting Xu. (2023) Emotional support from the perspective of extrinsic emotion regulation: insights of computer science doctoral supervisors. Teaching in Higher Education 28:7, pages 1725-1743.
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Yoon Ha Choi, Megan Brunner & Haley Traini. (2023) Partial, (in)authentic, and masked: an exploration of power in doctoral students’ identity development as scholars through collaborative autoethnography. International Journal of Qualitative Studies in Education 36:6, pages 1056-1072.
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Robin Wollast, Cristina Aelenei, Johann Chevalère, Nicolas Van der Linden, Benoît Galand, Assaad Azzi, Mariane Frenay & Olivier Klein. (2023) Facing the dropout crisis among PhD candidates: the role of supervisor support in emotional well-being and intended doctoral persistence among men and women. Studies in Higher Education 48:6, pages 813-828.
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Gitte Wichmann-Hansen & Karl-Johan Schmidt Nielsen. (2023) Can hands-on supervision get out of hand? The correlation between directive supervision and doctoral student independence in a Danish study context.. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Karina A. Sanchez, Amanda J. Bevan, Alexandra A. Vita, Emily A. Royse, Eric Januszkiewicz & Emily A. Holt. (2023) Grit matters to biology doctoral students’ perception of barriers to degree completion. Journal of Biological Education 0:0, pages 1-24.
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Will Shield. (2023) The role of academic and professional tutors in supporting trainee educational psychologist wellbeing. Educational Psychology in Practice 39:1, pages 1-18.
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Ailie McDowall. (2022) Preparing postgraduate research students to research Indigenous topics. Innovations in Education and Teaching International 0:0, pages 1-14.
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Andrew Hickey & Melissa Forbes. (2022) Higher degree research supervision beyond expertise: a Rancièrean and Freirean perspective on HDR supervision. Studies in Higher Education 47:8, pages 1712-1723.
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Dely Lazarte Elliot. (2022) A ‘doctoral compass’: strategic reflection, self-assessment and recalibration for navigating the ‘twin’ doctoral journey. Studies in Higher Education 47:8, pages 1652-1665.
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Ngoc Thi Bich Nguyen & Ilana Mushin. (2022) Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach. Teaching in Higher Education 0:0, pages 1-17.
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Bas T. Agricola, Marieke F. van der Schaaf, Frans J. Prins & Jan van Tartwijk. (2022) The development of research supervisors’ pedagogical content knowledge in a lesson study project. Educational Action Research 30:2, pages 261-280.
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Sanat Kozhakhmet, Kairat Moldashev, Aisulu Yenikeyeva & Assylbek Nurgabdeshov. (2022) How training and development practices contribute to research productivity: a moderated mediation model. Studies in Higher Education 47:2, pages 437-449.
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Gail McMillan & Marina Milyavskaya. (2022) The Case for Social Support as Social Assistance: When Social Means to Personal Goal Pursuit Enhance Agency. Psychological Inquiry 33:1, pages 46-53.
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Gina Wisker, Michelle K. McGinn, Søren S. E. Bengtsen, Irina Lokhtina, Faye He, Solveig Cornér, Shosh Leshem, Kelsey Inouye & Erika Löfström. (2021) Remote doctoral supervision experiences: Challenges and affordances. Innovations in Education and Teaching International 58:6, pages 612-623.
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Raluca Livinƫi, George Gunnesch-Luca & Dragoș Iliescu. (2021) Research self-efficacy: A meta-analysis. Educational Psychologist 56:3, pages 215-242.
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Hatice Odacı & Evren Erzen. (2021) Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy. Computers in the Schools 38:2, pages 125-141.
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E. van Rooij, M. Fokkens-Bruinsma & E. Jansen. (2021) Factors that influence PhD candidates’ success: the importance of PhD project characteristics. Studies in Continuing Education 43:1, pages 48-67.
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Bas T. Agricola, Marieke F. van der Schaaf, Frans J. Prins & Jan van Tartwijk. (2020) Shifting Patterns in Co-regulation, Feedback Perception, and Motivation During Research Supervision Meetings. Scandinavian Journal of Educational Research 64:7, pages 1030-1051.
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R. Fisher, C. H. Brock, T. Frahm, A. Van Wig & V. R. Gillis. (2020) Reflections on writing and identity: exploring the role of qualifying exams in the sociocultural development of doctoral students. Studies in Continuing Education 42:3, pages 365-380.
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Chunli Liu, Lie Wang, Ruiqun Qi, Weiqiu Wang, Shanshan Jia, Deshu Shang, Yangguang Shao, Min Yu, Xinwang Zhu, Shengnan Yan, Qing Chang & Yuhong Zhao. (2019) Prevalence and associated factors of depression and anxiety among doctoral students: the mediating effect of mentoring relationships on the association between research self-efficacy and depression/anxiety. Psychology Research and Behavior Management 12, pages 195-208.
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Gerard Dericks, Edmund Thompson, Margaret Roberts & Florence Phua. (2019) Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities. Assessment & Evaluation in Higher Education 44:7, pages 1053-1068.
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Gayle Pringle Barnes & Ming Cheng. (2019) Working independently on the dissertation proposal: experiences of international Master’s students. Journal of Further and Higher Education 43:8, pages 1120-1132.
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Gabriela González-Ocampo & Montserrat Castelló. (2019) How do doctoral students experience supervision?. Studies in Continuing Education 41:3, pages 293-307.
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P. Martín, K. Potočnik & A.B. Fras. (2017) Determinants of students’ innovation in Higher Education. Studies in Higher Education 42:7, pages 1229-1243.
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Jibao Gu, Changqing He & Hefu Liu. (2017) Supervisory styles and graduate student creativity: the mediating roles of creative self-efficacy and intrinsic motivation. Studies in Higher Education 42:4, pages 721-742.
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Mirjam Godskesen & Sofie Kobayashi. (2016) Coaching doctoral students – a means to enhance progress and support self-organisation in doctoral education. Studies in Continuing Education 38:2, pages 145-161.
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Olga Kozar, Juliet F. Lum & Phil Benson. (2015) Self-efficacy and vicarious learning in doctoral studies at a distance. Distance Education 36:3, pages 448-454.
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Renske A.M. de Kleijn, Paulien C. Meijer, Mieke Brekelmans & Albert Pilot. (2015) Adaptive research supervision: exploring expert thesis supervisors' practical knowledge. Higher Education Research & Development 34:1, pages 117-130.
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Jennifer Sinclair, Robyn Barnacle & Denise Cuthbert. (2014) How the doctorate contributes to the formation of active researchers: what the research tells us. Studies in Higher Education 39:10, pages 1972-1986.
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Theresa Winchester-Seeto, Judi Homewood, Jane Thogersen, Christa Jacenyik-Trawoger, Catherine Manathunga, Anna Reid & Allyson Holbrook. (2014) Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates. Higher Education Research & Development 33:3, pages 610-626.
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Articles from other publishers (68)
Clive Palmer, Andrew Sprake & Chris Hughes. (2023) Managing the Expectations of Doctoral Students and Their Supervisors: A UK Perspective. Encyclopedia 3:4, pages 1474-1488.
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Jesse McCain & Josipa Roksa. (2023) Beyond technical mastery: inequality in doctoral research skill development in the biological sciences. Studies in Graduate and Postdoctoral Education 14:3, pages 332-346.
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Cynthia Vincent, Émilie Tremblay-Wragg & Isabelle Plante. (2023) Effects of a Participation in a Structured Writing Retreat on Doctoral Mental Health: An Experimental and Comprehensive Study. International Journal of Environmental Research and Public Health 20:20, pages 6953.
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Waqas Khuram, Yanqing Wang, Mudassar Ali, Aisha Khalid & Heesup Han. (2023) Impact of Supportive Supervisor on Doctoral Students’ Research Productivity: The Mediating Roles of Academic Engagement and Academic Psychological Capital. SAGE Open 13:3.
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Svetlana Zhuchkova, Evgeniy Terentev, Aray Saniyazova & Saule Bekova. (2022) Departmental academic support for doctoral students in Russia: Categorisation and effects. Higher Education Quarterly 77:2, pages 215-231.
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Jingyi Hu, Yaxuan Liu, Qijian Zheng & Feng Liu. (2023) Emotional Mechanisms in Supervisor-Student Relationship: Evidence from Machine Learning and Investigation. Journal of Social Computing 4:1, pages 30-45.
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Rachel Sharabani, Yehudit Od Cohen, Inga Shalev, Sara Nissim & Ilya Kagan. (2023) Motivations and challenges of Israeli nurses on their journey to a PhD: A qualitative study. Nurse Education in Practice 68, pages 103584.
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Bingbing Yang, Shuimei Bao & Juan Xu. (2022) Supervisory styles and graduate student innovation performance: The mediating role of psychological capital and the moderating role of harmonious academic passion. Frontiers in Psychology 13.
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Caterina Astarita & Anna Crisci. (2022) Stereotype logistic model: an application to the determinants of doctoral programme satisfaction in Italy. Quality & Quantity.
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Andrea Kis, Elena Mas Tur, Daniël Lakens, Krist Vaesen & Wybo Houkes. (2022) Leaving academia: PhD attrition and unhealthy research environments. PLOS ONE 17:10, pages e0274976.
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Jennifer M. Blaney, David F. Feldon & Kaylee Litson. (2022)
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Nurudeen Abdul-Rahaman, Vincent E. Arkorful & Tochukwu Okereke. (2022) Academic integration in higher education: A review of effective institutional strategies and personal factors. Frontiers in Education 7.
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Hui Wang, Luye Wang & Jian Zhu. (2022) Moderated Mediation Model of the Impact of Autonomous Motivation on Postgraduate Students' Creativity. Thinking Skills and Creativity 43, pages 100997.
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Beytullah KARAGÖZ & İzzet ŞEREF. (2021) Türkçe Eğitimi Doktora Tezlerine Bütünsel Bir Yaklaşım (1995-2020)A Holistic Approach to PhD Theses in Turkish Language Education (1995-2020). Selçuk Üniversitesi Edebiyat Fakültesi Dergisi:46, pages 43-68.
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Gordana Gašo, Martina Dragija Ivanović & Sanjica Faletar Tanacković. (2021) The supervisory relationship in the doctoral process: How do Croatian LIS students see it?. Education for Information 37:4, pages 465-483.
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Jennyfer Paola Casas Trujillo. (2021) How to keep your doctorate on track, insights from students’ and supervisors’ experiences. Hungarian Educational Research Journal.
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Shaoan Zhang, Mark Carroll, Chengcheng Li & Emily Lin. (2021) Supporting part-time students in doctoral programs: a technology-based situated learning model. Studies in Graduate and Postdoctoral Education 12:2, pages 190-205.
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Ye Han & Yueting Xu. (2021) Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors' Emotions and Emotion Regulation Strategies. Frontiers in Psychology 12.
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Junhui Yang, Michael Yao-Ping Peng, ShwuHuey Wong & WeiLoong Chong. (2021) How E-Learning Environmental Stimuli Influence Determinates of Learning Engagement in the Context of COVID-19? SOR Model Perspective. Frontiers in Psychology 12.
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