Dropout intentions in PhD Studies : a comprehensive model based on interpersonal relationships and motivational resources

By David Litalien, F. Guay. 2015

228 citations recorded by the source corpus.

Abstract The purpose of this study was to provide a better understanding of doctoral studies persistence and completion by developing and validating a predictive model of dropout intentions. Based on self-determination theory (SDT), the model posits that perceived competence decreases dropout intentions, and that perceived competence is explained by autonomous and controlled regulations, which are in turn predicted by perceived psychological needs support provided by the student's advisor, faculties as well as other graduate students. A two-pronged approach was used: 1) a retrospective comparison of completers and noncompleters ( N  = 422), and 2) a prospective examination of enrolled PhD students over two trimesters to assess dropout intentions ( N  = 1060). Overall, the findings of the two studies are similar and support the proposed model. Specifically, perceived competence appears to be the cornerstone of doctoral studies persistence (completion and dropout intentions) and is predicted mainly by autonomous and controlled regulations and advisor support. Both perceived support by advisor and by faculty have an indirect effect on dropout intentions through motivational processes.

Subfields: Clinical Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bb68ed2a2c89ef2ccaf40b0c084dcf51689c62aa

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. Robert J. Vallerand
2. Marylène Gagné
3. Alexandre J. S. Morin
4. David Litalien
5. A. Danielsen
6. Richard M. Ryan
7. G. F. Losier
8. Arild Raaheim

In General Health Professions

1. Marylène Gagné
2. David Litalien
3. Alexandre J. S. Morin
4. Richard M. Ryan
5. Robert J. Vallerand

In Social Psychology

1. Robert J. Vallerand
2. Marylène Gagné
3. Richard M. Ryan
4. Alexandre J. S. Morin
5. Nikos Ntoumanis
6. Edward L. Deci
7. David Litalien
8. J. Reeve

Citations in the corpus

• The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “Future research would do well to examine this complex dynamic in individual student–teacher interactions, as the different (de) motivating styles may also apply at the individual level, for instance when teachers are supervising an assignment or research project (e.g., Litalien and Guay 2015).”
• A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach (2018, background): “Litalien and Guay (2015) found in a prospective study that graduate students’ perceived competence negatively predicted dropout intentions.”
• Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation (2017, background): “…tend to produce more positive academic outcomes, such as academic achievement (Black & Deci, 2000), satisfaction with studies (Litalien et al., 2015; Vallerand et al., 1993), and lower academic dropout intentions (Litalien et al., 2015; Litalien & Guay, 2015; Vallerand, Fortier, & Guay, 1997).”
• Student dropout at university: a phase-orientated view on quitting studies and changing majors (2021, background): “Moreover, deficient performance (e.g., Duque, 2014) and insufficient motivation (e.g., De Witte & Rogge, 2013; Litalien & Guay, 2015; Morrow & Ackermann, 2012; Vallerand et al., 1997) also proved to be essential causes of student dropout in international studies and might be the starting point for…”