Developmental Outcomes of Doctoral Students: The Roles of Academic Buoyancy, Perceived Autonomy Support, and Thinking Styles

Conference: The Asian Conference on Education (ACE2022)
Title: Developmental Outcomes of Doctoral Students: The Roles of Academic Buoyancy, Perceived Autonomy Support, and Thinking Styles
Stream: Higher Education
Presentation Type: Live-Stream Presentation
Authors:
Siyao Chen, University of Hong Kong, Hong Kong
Li-Fang Zhang, University of Hong Kong, Hong Kong

Abstract:

In the knowledge economy, a massification of PhD holders intensifies the severity of employability in higher institutions. Therefore, academic outcomes are not sufficient for doctoral students to secure satisfactory jobs after their graduation. To address this issue, the present research examines the developmental outcomes of doctoral students and the underlying mechanisms behind them. Two primary aims are 1) examining the predictive roles of antecedents (i.e., academic buoyancy) and thinking styles on doctoral students' developmental outcomes (i.e., self-regulated learning); 2) investigating the mediators of thinking styles between the antecedent and developmental outcomes.

The present research will utilize a quantitative method. The pilot study involved 150 doctoral students from the Greater Bay, mainland China. It validated the psychometric properties of inventories and preliminarily examine statistical relationships among key variables. The main study will further examine these relationships based on the pilot result. Therefore, 650 participants from the Greater Bay will respond to the modified questionnaires. After that, a follow-up study will be conducted to further interpret the results.

Two main implications are provided. Theoretically, it would advance existing literature on how thinking styles mediate the relationships of key variables involved in the present research. Practically, implications for doctoral students, academics, and university senior managers on how to promote doctoral students’ development by thinking styles would be provided.



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