What do Doctoral Students Value in their Ideal Mentor?

By Bethany A. Bell-Ellison, Robert F. Dedrick. 2008

89 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9fd4ecfde278c870442c1a1fc902aaf2d250bae6

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

1. T. Wubbels
2. J. van Tartwijk
3. T. Mainhard
4. Roeland van der Rijst

In Education

1. J. van Tartwijk
2. T. Wubbels
3. T. Mainhard
4. Roeland van der Rijst
5. P. D. den Brok

In Social Psychology

1. T. Wubbels
2. J. van Tartwijk
3. T. Mainhard
4. Roeland van der Rijst

Citations in the corpus

• A model for the supervisor–doctoral student relationship (2009, background): “It includes three subscales: integrity, guidance, and relationship that, however, in a study by Bell-Ellison and Dedrick (2008) were not consistently replicated.”
• 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).”