How to measure PhD students’ conceptions of academic writing – and are they related to well-being?

Lonka, Kirsti; Chow, Angela; Keskinen, Jenni; Hakkarainen, Kai; Sandström, Niclas; Pyhältö, Kirsi

doi:10.17239/jowr-2014.05.03.1

Cited by 67 publications

(115 citation statements)

References 56 publications

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“…The Doctoral Experience survey (previous versions Pyhältö et al, 2009Pyhältö et al, , 2015 included Likert-type statements and open-ended questions concerning six topics: (1) interest in doctoral studies, (2) doctoral students' positive and negative key experiences, (3) the research environment, supervision and collaboration , (4) academic writing (Lonka et al, 2014), (5) burnout (Stubb et al, 2012), and 6) engagement and drop-out intentions, as well as background questions. The survey was available in Finnish and English.…”

Section: Doctoral Experience Surveymentioning

confidence: 99%

Doctoral Students’ Social Support Profiles and Their Relationship to Burnout, Drop-Out Intentions, and Time to Candidacy

Peltonen

Vekkaila

Rautio

et al. 2017

IJDS

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Aim/Purpose: The primary aim of this study was to better understand the individual variations in supervisory and researcher community support among doctoral students by analyzing the social support profiles of Finnish doctoral students. The differences among the profiles, in terms of satisfaction with supervision, experienced burnout, time to candidacy and disciplinary background were also examined. Background: This study explores social support profiles and their association with the experienced burnout, satisfaction with supervision, drop-out intentions, disciplinary background, and form of dissertation among doctoral students by employing a person-oriented approach. Methodology: In total, 402 doctoral students from a Finnish university completed a Doctoral Experience survey. Latent Profile Analysis (LPA) was used to group doctoral students according to social support from supervisors and the researcher community. Contribution: The present study is among the first quantitative studies to explore doctoral student social support profiles and their association with burnout, drop-out intentions, and time to candidacy. It brings into focus the importance of supervisory and researcher community support as one of the most crucial assets of doctoral education in researcher communities. Findings: Two social support profiles, a) sufficient support from supervisor and researched community, and b) insufficient support from both of these, were identified. Further investigation suggested that the doctoral students who received sufficient support were less likely to suffer from burnout and were less likely to develop drop-out intentions than students who received insufficient support from their supervisor and the researcher community. Recommendations for Practitioners: A recommendation deriving from this research is to identify students at risk as early as possible and assist them with sufficient support.

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Section: Doctoral Experience Surveymentioning

confidence: 99%

Doctoral Students’ Social Support Profiles and Their Relationship to Burnout, Drop-Out Intentions, and Time to Candidacy

Peltonen

Vekkaila

Rautio

et al. 2017

IJDS

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“…Como exemplo de pesquisas conflitantes, observa-se que exaustão, stress, ansiedade e falta de interesse foram positivamente correlacionados com bloqueio na escrita acadêmica, procrastinação e perfeccionismo exacerbado (Lonka et al, 2014). Por outro lado, observa-se também que procrastinação não foi positivamente correlacionada com desempenho acadêmico associado ao sistema de notas e a satisfação de vida do estudante num ambiente de aprendizagem a distância (Klingsieck et al, 2012).…”

Section: Resultsunclassified

“…Exaustão, estresse, ansiedade e falta de interesse estão relacionados com procrastinação no ambiente acadêmico, especialmente em atividades típicas da área, como a escrita acadêmica (Lonka et al, 2014). Outros estudos relacionam ansiedade e procrastinação de forma direta (Macher et al, 2012).…”

Section: Emoções E Valoresunclassified

Aprendizagem e Procrastinação: Uma Revisão de Publicações no Período 2005-2015

Correia¹,

Moura²

2017

reice

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Aprendizagem e procrastinação são dois fenômenos inter-relacionados. Além disso, tanto aprendizagem quanto procrastinação parecem impactar todas as esferas da vida social moderna. O objetivo deste artigo é identificar evidências científicas do período 2005 a 2015 sobre as relações conceituais entre os dois fenômenos. Por meio de revisão sistemática da literatura é possível identificar três categorias de conceitos centrais envolvendo esses dois construtos (autoeficácia, autorregulação e o papel das emoções e dos valores do indivíduo), além do uso de ferramentas para redução da procrastinação no ambiente da aprendizagem. O artigo apresenta uma síntese das proposições elaboradas nos estudos prévios levantados sobre as relações dessas categorias com a aprendizagem e a procrastinação. Para auxiliar na apreensão das proposições apresentadas, é elaborado um mapa conceitual das relações entre os conceitos investigados pela revisão. Conclui-se que há viés epistemológico nas visões sobre os dois fenômenos, sugerindo a oportunidade de exploração do tema por meio de novas abordagens.Palavras-chaves: Aprendizagem, Revisão, Eficácia, Reguladora, Autonomia educativa.Learning and procrastination are two interrelated phenomena. In addition, both learning and procrastination appear to impact all domains of modern social life. The paper aims at identifying scientific evidences of publications between the years of 2005 and 2015 on the conceptual relationship between both phenomena. The systematic literature review method presents three categories of core concepts involving those two constructs (self-efficacy, self-regulation and the role of individual emotions and values), and the use of tools to reduce procrastination in learning environments. The paper presents an overview of the statements presented on the previous studies about the relationship of these categories with learning and procrastination. In order to help the apprehension of the presented statements, it is developed a conceptual map of the relationships between the concepts investigated by the review. We conclude that there is a bias in the epistemological views on the two phenomena, suggesting an opportunity to explore new approaches.

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“…The social aspect of this component originates from a wider reading of stated university aims and goals, to 'transform[s] lives, strengthen[s] the economy, and enrich[es] society' (HEFCE -Higher Education Funding Council for England, 2015, on the role of the higher education sector in England in general). The socio-communicative aspect is linked to existing evidence from the Wabash Study (2012) and elsewhere (Tynjälä, 2001) of a positive correlation between, for instance, academic writing conceptions and approaches and other subject-specific learning outcomes (Lonka et al, 2013). The learning outcomes that we include in this dimension are: level of belonging in social (professional/ learning) networks; social embeddedness; communication skills; and societal engagement.…”

Section: A Conceptual Framework For Learning Gainmentioning

confidence: 92%

“…For academic writing behaviours (from Lonka et al, 2013), the items reflecting writing difficulties were selected and compiled into one scale. These also employed a 5-point response scale, from 'Strongly disagree' to 'Strongly agree'.…”

Section: Operationalising the Conceptual Frameworkmentioning

confidence: 99%

Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument

Vermunt

Ilie

Vignoles

2018

Higher Education Pedagogies

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In this paper, we set out the first step towards the measurement of learning gain in higher education by putting forward a conceptual framework for understanding learning gain that is relevant across disciplines. We then introduce the operationalisation of this conceptual framework into a new set of measurement tools. With the use of data from a large-scale survey of 11 English universities and over 4,500 students, we test the reliability and validity of the measurement instrument empirically. We find support in the data for the reliability of most of the measurement scales we put forward, as well as for the validity of the conceptual framework. Based on these results, we reflect on the conceptual framework and associated measurement tools in the context of at-scale deployment and the potential implications for policy and practice in higher education. ARTICLE HISTORY

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How to measure PhD students’ conceptions of academic writing – and are they related to well-being?

Cited by 67 publications

References 56 publications

Doctoral Students’ Social Support Profiles and Their Relationship to Burnout, Drop-Out Intentions, and Time to Candidacy

Doctoral Students’ Social Support Profiles and Their Relationship to Burnout, Drop-Out Intentions, and Time to Candidacy

Aprendizagem e Procrastinação: Uma Revisão de Publicações no Período 2005-2015

Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument

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