Exploring doctoral students’ emotions in feedback on academic writing: a critical incident perspective

Feng, Geng; Yu, Shulin

doi:10.1080/0158037x.2022.2109616

Cited by 4 publications

(4 citation statements)

References 39 publications

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“…For example, of the ten most frequently cited emotions, the majority were positive. This nding runs counter to the work of Geng and Yu [11] who reported that "negative emotions accounted for the most frequently reported type" (p. 7). Although mostly positive, emotions such as frustration, isolation, and vulnerability, did present themselves during the interviews and often were described in visceral terms.…”

Section: Resultscontrasting

confidence: 93%

“…Doctoral writing experiences are often emotionally fraught [8][9][10][11][12][13][14] and include responses such as fear, trepidation, stress, anxiety, feelings of being overwhelmed, and low self-con dence. Not only are supervisors confronted with student feelings in relation to the writing process, faculty are also dealing with their own emotions a liated with positive and negative writing experiences as they mentor doctoral student's academic progress.…”

Section: Research On Doctoral Student Writing Experiencesmentioning

confidence: 99%

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Cultivating a Continuous “I Don’t Know”: Four Supervisory Mentoring Practices that Support Online Doctoral Students’ Academic Writing

Becker,

Jacobsen,

Friesen

2024

Preprint

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Academic writing in both face-to-face and online environments is often a challenging experience for many faculty and students and can be fraught with tension and emotion. Thus, the quality of doctoral students’ online academic writing experiences can be a difference maker in successful completion of programs. Building on our earlier work identifying five enabling factors of successful online doctoral supervision, this study explores practices that enable factor five: Cultivating a collaborative online community of support for academic writing. Using a comparative case study approach, we analyzed the data from interviews with five recently completed doctoral graduates to determine the mentoring practices that cultivated for them, effective online doctoral student academic writing relationships. Findings identified four supervisory practices: (a) engaging in regularly scheduled meetings with iterative cycles of mentoring and scaffolding; (b) engaging students in a trusting, supportive community of practice; (c) using coursework and program structures as a springboard for writing; and (d) providing diverse models of academic writing. Central to the effectiveness of these practices was the notion of trust. Most of the doctoral students trusted their supervisor to engage in the four practices to support them. Through the provision of timely and thoughtful feedback and feedforward strategies from their community, doctoral students were able to develop their academic writing as a tool for communication, as a tool for thinking and creating new knowledge, and for developing their academic identities.

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Section: Resultscontrasting

confidence: 93%

Section: Research On Doctoral Student Writing Experiencesmentioning

confidence: 99%

Cultivating a Continuous “I Don’t Know”: Four Supervisory Mentoring Practices that Support Online Doctoral Students’ Academic Writing

Becker,

Jacobsen,

Friesen

2024

Preprint

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“…Existing studies have also shown that PhD students experience intense emotions apart from conducting research (Bettinson and Haven-Tang, 2021). PhD students' emotional experience studies have explored a set of emotions, particularly the negative emotions, such as anxiety, frustration, and anguish (e.g., Aitchison et al, 2012;Cotterall, 2013;Russell-Pinson and Harris, 2019;Geng and Yu, 2022). Casanave (2014) pointed out that emotion was a part of PhD students' dissertation journey.…”

Section: Studies On Phd Students' Experiencesmentioning

confidence: 99%

“…PhD students’ research and emotional experiences have been investigated in some countries, such as Japan (e.g., Casanave, 2010 ), Sweden (e.g., Langum and Sullivan, 2017 ), U.S. (e.g., Russell-Pinson and Harris, 2019 ), and China (e.g., Wang et al, 2019 ; Geng and Yu, 2022 ). These studies have provided useful insights into the understanding of PhD students’ experiences.…”

Section: Introductionmentioning

confidence: 99%

“Anxiety or enjoyment, I feel pleasant to welcome them both”: thematic analysis of a Chinese PhD student’s personal growth experiences

Chen

2023

Front. Psychol.

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Engaging with research is an emotionally demanding experience and a trajectory full of difficulties, challenges, and stress. This autoethnographic study explored my personal experiences as a PhD student in a four-year program and conducted a qualitative thematic analysis by analyzing 550 research diary entries collected between September 2018 and June 2022, in which supervisor feedback and reviewer comments were part of the content. Three recurring, unique, and salient themes pertaining to my personal experiences were identified: being fraught with anxiety, gaining a sense of enjoyment, and achieving personal growth. Whereas anxiety was from publication and dissertation writing, foreign language writing, and individual stressors, enjoyment was gained from the support network and conducting research. My personal growth was reflected from sustained engagement and improved autonomy. In the process, I experienced some negative emotions, but found more enjoyment. The findings indicate that anxiety and enjoyment are fluctuating, co-occurring, and reciprocal. The findings call for more attention to the role of research diary writing in scaffolding PhD research, providing emotional support, and facilitating personal growth and well-being of PhD students.

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Writing Groups: Three Models of Practice to Support Academic Authors

Driscoll,

McDevitt,

Kerry-Moran

2023

Springer Texts in Education

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Exploring doctoral students’ emotions in feedback on academic writing: a critical incident perspective

Cited by 4 publications

References 39 publications

Cultivating a Continuous “I Don’t Know”: Four Supervisory Mentoring Practices that Support Online Doctoral Students’ Academic Writing

Cultivating a Continuous “I Don’t Know”: Four Supervisory Mentoring Practices that Support Online Doctoral Students’ Academic Writing

“Anxiety or enjoyment, I feel pleasant to welcome them both”: thematic analysis of a Chinese PhD student’s personal growth experiences

Writing Groups: Three Models of Practice to Support Academic Authors

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