Feizi Samira, Elgar Frank
Department of Psychology, McGill University, 2001 Av. McGill College, Montreal, QC H3A 1G1, Canada.
Institute for Health and Social Policy, McGill University, 1130 Pine Ave W, Montreal, Quebec H3A 1A3, Canada.
Heliyon. 2023 Aug 29;9(9):e19332. doi: 10.1016/j.heliyon.2023.e19332. eCollection 2023 Sep.
Funding to doctoral students in the form of research and teaching assistantships help students become independent scholars and complete their programs. Insufficient funding, unforeseen financial obligations, and debt can discourage students from completing their programs in a timely fashion. However, supervisors may play an influential role in supporting doctoral student socialization and growth towards research autonomy. Girves and Wemmerus's (1988) claimed that financial assistance and students' perceptions of faculty support are key predictors of doctoral students' progress. They also proposed that students' satisfaction with their department, sense of isolation, and engagement in their programs may explain (or mediate) these associations. The aim of this study was to investigate how supervisor support and financial assistance influence doctoral students' satisfaction with their programs as well as their academic and social engagement. Using data from the Canadian Graduate and Professional Student Survey (n = 18,822 doctoral students), we evaluated a model of doctoral student productivity (i.e., publications and conference presentations) with teaching and research assistantships as key predictors and student satisfaction as mediators. We also examined how supervisor support and financial assistance relate to students' academic and social life. The results showed that teaching assistantships are negatively associated with general satisfaction and program satisfaction but positively associated with social involvement. Moreover, research assistantships were significantly and positively associated with social involvement and progress. Supervisor support was positively associated with doctoral students' general satisfaction, program satisfaction, and social involvement. The findings support Girves and Wemmerus's theory and highlight the importance of faculty support for doctoral student success. (258/300).
以研究和教学助学金的形式为博士生提供资金，有助于学生成为独立学者并完成学业。资金不足、意外的经济负担和债务可能会阻碍学生按时完成学业。然而，导师在支持博士生社会化以及向研究自主性发展方面可能发挥重要作用。吉尔夫斯和韦默鲁斯（1988年）称，经济援助和学生对教师支持的看法是博士生进步的关键预测因素。他们还提出，学生对所在系的满意度、孤独感以及对学业的参与度可能解释（或调节）这些关联。本研究的目的是调查导师支持和经济援助如何影响博士生对学业的满意度以及他们的学术和社交参与度。利用加拿大研究生和专业学生调查的数据（n = 18822名博士生），我们评估了一个博士生生产力模型（即发表论文和在会议上发言），其中教学和研究助学金是关键预测因素，学生满意度是中介变量。我们还研究了导师支持和经济援助与学生学术和社会生活的关系。结果表明，教学助学金与总体满意度和学业满意度呈负相关，但与社会参与度呈正相关。此外，研究助学金与社会参与度和学业进展显著正相关。导师支持与博士生的总体满意度、学业满意度和社会参与度呈正相关。研究结果支持了吉尔夫斯和韦默鲁斯的理论，并突出了教师支持对博士生成功的重要性。（258/300）
