A Study of Factors Related to Dissertation Progress among Doctoral Candidates: Focus on Students' Research Self-Efficacy as a Result of Their Research Training and Experiences

This study examined relationships among doctoral candidates' background characteristics, research preparation, research environment, research involvement, student-advisor relationship, research self-efficacy, and dissertation progress. The study focused on differences in research self-efficacy and dissertation progress among students from the three different departments within the college of education at an urban Southern research university. Subjects (n=97) had completed their course work and passed written and oral comprehensive examinations during the years 1987-1997, but had not completed their degrees by December 1997. Subjects responded to a mailed questionnaire that asked questions related to research training, research environment, research involvement, graduate assistantships, relationships with advisors and committee members, research self-efficacy, dissertation status, and demographics. Results indicated that both students' research self-efficacy and their relationships with their advisors and committee members significantly contributed to dissertation progress, and these effects were consistent for all students, regardless of gender, age, degree of financial impediments, or number of years in the doctoral program. None of the student background characteristics were found to have a significant effect on dissertation progress. Also, students' perception of their research training, but not their research environment, was positively related to dissertation progress. (Contains 43 references.) (DB)