Motivation, Satisfaction, and Innate Psychological Needs

Abstract

This study investigates the roles that innate psychological needs and student satisfaction have on doctoral student motivation. A total of 125 doctoral students completed surveys that included how autonomous, competent, satisfied with their program, and motivated they felt. Information about their sense of relatedness to their advisor was also collected. Autonomy was defined as the freedom to do one's own research. Competence was the overall level of competence the students felt they had in graduate school. A sense of relatedness toward the students' advisor was the relatedness factor. Hierarchical regression analyses were completed to investigate the relationships among autonomy, competence, relatedness, satisfaction, and motivation to continue graduate school. The results indicated that there was a positive relationship between motivation to continue and autonomy, competence, and relatedness. Autonomy and relatedness were positively related to satisfaction, but competence was not. The relationship between autonomy and relatedness was mediated by satisfaction. The importance of students' having autonomy over their research indicates that advisors should give their students independence in developing their research agendas. Having a collegial relationship with advisors is also critical for students' satisfaction and motivation, so these relationships should be encouraged. Limitations, implications, and further research are discussed.

Exploring Student Success in a Doctoral Program: The Power of Mentorship and Research Engagement

“…For instance, Cockrell and Shelley (2011) revealed a positive relationship between doctoral students' satisfaction and the relationship with their advisor. Mason (2012) seemed to validate these findings but, in addition, found a positive relationship between students' feelings of autonomy over their research and their motivation to continue graduate school, highlighting the importance of mentorship while providing mentees academic space to form their own research identity. Gardner (2008) argued that a "lack of socialization" in doctoral programs increases the risk for doctoral student attrition.…”

Exploring the Psychological Benefits of Using an Emerging Video Technology to Coach and Retain Doctoral Learners

“…Evidence shows that developing an academic relationship with their chairs, can increase student motivation and help them progress during the dissertation stage. Positive interaction between students and advisors increases student satisfaction leading to greater intrinsic motivation (Baker et al, 2013;Mason, 2012). Determining how to persist and navigate the uncertainties of the ambiguous dissertation stage is challenging for doctoral students.…”

“…Research shows coaching and mentoring is essential during the dissertation stage, and video may facilitate not only coaching but also mentorship (Yob & Crawford, 2012). Developing a relationship with students improves the dynamics of student satisfaction, increasing motivation (Mason, 2012). Derived from an internal interest, intrinsic motivation is paramount to earning a terminal degree (Deci & Ryan, 1985;Gardner, 2009;Lovitts, 2001).…”

“…Effective communication with dissertation chairs enables research self-efficacy in doctoral students (Coryell & Murray, 2014;Lambie, Hayes, Griffith, Limberg, & Mullen, 2014;Mason, 2012). Research self-efficacy helps doctoral students develop the skills necessary to produce quality research, enabling progress toward degree completion.…”

A Socio-Critical Model for Understanding and Predicting Postgraduate Student Success

“…isolation of postgraduate students (Mason 2012); the role of communication and mentorship (Carpenter, Makhadmeh & Thornton 2015); the role of the department and discipline (Golde 2005); the role of race and gender (Ts'ephe 2014) and various other social and contextual factors (Acker & Haque 2015;Motshoane & McKenna 2014;Wolhuter 2011). There is also evidence that the scope and nature of knowledge have changed and expanded and that it takes more time to introduce doctoral students to the 'field' (Gopaul 2015).…”