Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes

By Laura L. Paglis, Stephen G. Green, T. Bauer. 2006

475 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/54bd1544ad2c3a386f9390b1acae2d5b94e061ba

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In General Health Professions

In Social Psychology

Citations in the corpus

A model for the supervisor–doctoral student relationship (2009, background): “Studies of mentoring showed that in particular the psychosocial aspect of mentoring was connected to the protégé’s sense of competence, confidence and role effectiveness (Luna and Cullen 1998; Paglis et al. 2006).”
Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings (2014, background): “Repeatedly, studies have addressed how perceptions of advising and mentoring relationships affect the quality of the doctoral process (Boud and Lee 2009; Golde 2005 ; Green 1991 ; Paglis, Green, and Bauer 2006 ; Tenenbaum, Crosby, and Gliner 2001 ).”
Mentorship, supervision and learning experience in PhD education (2013, background): “Some scholars do not clearly differentiate the terms advising and mentoring , while others make clear distinctions between the two (Creighton, Creighton, and Parks 2010 ; Hall and Burns 2009 ; Johnson 2003 ; Paglis, Green, and Bauer 2006 ).”
Using Mentoring Enactment Theory to Explore the Doctoral Student–Advisor Mentoring Relationship (2012, background): “These advisor behaviors also enhance graduate students’ research productivity (Paglis et al., 2006) and enable them to develop a career strategy, expand their professional network, and obtain employment (Dixon-Reeves, 2003).”
The role of relationships in the transition from doctoral student to independent scholar (2011, background): “…and network theories illuminate a limitation of prior research on doctoral education, which generally accounts for the importance of interpersonal relationships in doctoral student success exclusively by examining the student-advisor dyad (Nettles and Millet 2006; Paglis, Green, and Bauer 2006).”
Motivation, Satisfaction, and Innate Psychological Needs (2012, background): “Beyond graduate student program satisfaction, relatedness with advisors has been indicated to have a positive impact on productivity (Paglis et al, 2006), dissertation progress (Faghihi et al, 1999), time to degree (Wao & Onwuegbuzie, 2011), and high levels of completion within a department (Ferrer…”
Promoting doctoral students' research self-efficacy: combining academic guidance with autonomy support (2011, background): “Paglis, Green and Bauer (2006) also found that more mentoring from supervisors predicted greater research self-efficacy over time.”
Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress (2017, unknown): “Overall, these studies show a significant, although complex, influence of the supervising style on PhD students’ outcomes (Bair and Haworth 2004; Bell-Ellison and Dedrick 2008; Jairam and Kahl 2012; Ives and Rowley 2005; Litalien 2014; McAlpine and McKinnon 2013; Paglis et al. 2006).”
Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study (2010, background): “…on doctoral study focuses on the socialization of students and the roles that a variety of relationships, particularly advising or mentoring relationships, play in this process (Boud and Lee 2005; Golde 2000; Green 1991; Paglis, Green, and Bauer 2006; Tenenbaum, Crosby, and Gliner 2001).”
The Challenges of Designing and Implementing a Doctoral Student Mentoring Program (2012, background): “Completion Project (2010), and a wealth of research supports the influence of mentoring relationships on successful student outcomes (i.e., Baird 1995; Golde and Dore 2001; Paglis et al. 2006).”
Mentoring Impact on Leader Efficacy Development: A Field Experiment (2011, background): “Paglis, Green, and Bauer (2006) reported that faculty mentoring was marginally related to doctoral students’ self-efficacy for conducting research.”
Doctoral Advising or Mentoring? Effects on Student Outcomes (2012, background): “However, at a later data collection point the researchers (Paglis, Green, & Bauer, 2006 ) reported that the mentored students were significantly more productive and had higher self-efficacy (R 2 = .”