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Presentation RESEARCH

Marissa Fulache. Presentation RESEARCH. EDUC 790: Research Seminar 2 California State University San Bernardino College of Education Department of Education in Educational Leadership Professor: Patricia Arlin , PhD August 24, 2013. Title of Dissertation.

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Presentation RESEARCH

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  1. Marissa Fulache Presentation RESEARCH EDUC 790: Research Seminar 2 California State University San Bernardino College of Education Department of Education in Educational Leadership Professor: Patricia Arlin, PhD August 24, 2013

  2. Title of Dissertation Personal Resiliency as a Strategy for Surviving and Thriving in a Doctoral Program.

  3. Problem Statement The estimated proportion of doctoral students who do not complete the Ph.D. degree range from thirty percent to seventy percent. The large number of doctoral students who leave the educational pipeline after investing several years of their lives represents a range of inefficiently used resources including the waste of their time, their own lives and self-esteem and the tremendous drain of funding.

  4. Objective of the Study • To understand the factors that affect doctoral students to withdraw from the program prior to completing their degrees. • To identify underlying factors leading to their withdrawal from the doctoral program • To investigate the role of self-efficacy play in survival in a doctoral program. • To investigate the roles of resiliency and confidence in completing the doctoral studies.

  5. Importance of the problem • For faculty, mentors, programs advisors, and department to become aware of the contributing factors and reasons of the doctoral students’ success and failure. • To have a clear understanding of why they are doing a doctoral study.

  6. Constructs identification • Challenges of the program doctoral program • Success or failure and its causes • Sense of purpose • Support from mentors, faculty, department, program advisors

  7. Background • To explore the academic experiences of doctoral students & their personal resiliency as a strategy for surviving in a doctoral program. • A small number of studies found motivation was an important factor in student success in a doctoral program. • To understand as to why students considered highly successful in their undergraduate degrees experience difficulties in a doctoral program. What are the contributors? • Focused attention on identifying possible ways for students to succeed in their doctoral studies. • This project considers both motivation & the relationship structure of resiliency & self-efficacy in completing a doctorate.

  8. Research Questions -What are the educational experiences of doctoral students during their undergraduate and graduate studies? -What personality traits or characteristics do the successful doctoral students possess? -What common elements are present in the individual’s support system that increases a doctoral student his or her academic success? -What are the motivations of these students who seek entrance to doctoral programs? -What experiences do these students have upon entering the doctoral program?

  9. Participants currently enrolled in a graduate program Qualitative and quantitative study 1) Survey 2) One-on-one interviews 4) Obtain detailed description, narrative, and stories Methodology Design

  10. Failure avoidance • Need achievement and self-worth motivation Adapted from Andrew MartinAustralian Journal of Education 2000 46:34 • Self-sabotage • Anxiety • Attribution and control • Low control • Learning focus • Persistence • Motivation orientation • Planning & monitoring • Study Management • Self-belief Self-efficacy and expectancy X value • Value of schooling

  11. References Bair, C. R., & Haworth, J. G. (1999). Doctoral student attrition and persistence: A metasynthesis of research, paper presented at the annual meeting of the Association for the Study of Higher Education (ASHE), San Antonio, TX. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman. Berg, H. M. & Ferber, M. A. (1983). Men and women graduate students: Who Succeeds and why? Journal of Higher Education 54 (6), 629-648. Bowen, W. G. & Rudenstine, N. L. (1992). In pursuit of the PhD. NJ: Princeton University Press. Haworth, J. G. (1996). Doctoral programs in American higher education. In J. C. Smart (ed). Higher Education: Handbook of Theory and Research 11, 372-422. New York: AgathonPress Malaney, G. D. (1988). Graduate education as an area of research in the field of higher Education. In J. C. Smart (ed). Higher Education: Handbook of Theory and Research 4, 397-454. New York: Agathon Press. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.

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