Supervisory support, work values, and commitment to scientific research among Business doctoral students
DOI:
https://doi.org/10.1590/1808-057x20262475.enPalabras clave:
supervisory support, doctoral education, basic psychological needs, work values, commitment to scientific researchResumen
This study aimed to examine the relationship between doctoral supervisors’ support and business doctoral students’ commitment
to scientific research, as mediated by work values. Examining supervisory support through the lens of Basic Psychological
Needs Theory (BPNT) provides insights into how contextual factors, such as supervisory support, and personal factors,
such as work values, influence commitment to scientific research. By simultaneously integrating these elements, the study
highlights the underlying mediating mechanisms and reinforces the supervisor’s role as a facilitator of students’ academic
development. The relevance of this topic lies in understanding supervisory support as a factor that influences doctoral
students’ commitment to research, thereby contributing to the scientific advancement of the business field. Such support
is associated with students’ motivation, well-being, and personal and professional development, while also shaping their
work values. Supervisory support for autonomy, competence, and relatedness, as proposed by BPNT, provides a reflective
framework for graduate programs to develop guidelines that reconcile scientific productivity with students’ psychological
needs, thereby enhancing supervisory outcomes. Using a quantitative approach, data from 503 business doctoral students
were analyzed through partial least squares structural equation modeling (PLS-SEM). The findings indicate that supervisory
support constitutes an important contextual factor in strengthening business doctoral students’ commitment to scientific
research. Competence support has a direct and positive effect on research commitment, whereas relatedness support exerts
an indirect effect through intrinsic work values. These findings provide valuable insights for improving supervisory practices
and fostering academic environments that better support the development of developing researchers
Descargas
Referencias
Agbonlahor, O., Mendez, S., & Bingham, A. (2021). Examining post-graduation career plans of international doctoral students in the United States. Journal of Education and Practice, 12(20), 19-30. https://doi.org/10.7176/JEP/12-20-03
Atitsogbe, K.A., & Bernaud, JL. (2022). Vocational values scale: initial development and testing of the student form (VVS–S). International Journal for Educational and Vocational Guidance, 24, 521-524. https://doi.org/10.1007/s10775-022-09561-z
Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94-122. https://doi.org/10.1080/00221546.2002.11777132
Carson, K. D., & Bedeian, A. G. (1994). Career commitment: Construction of a measure and examination of its psychometric properties. Journal of Vocational Behavior, 44(3), 237-262. https://doi.org/10.1006/jvbe.1994.1017
Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469-491. https://doi.org/10.1111/j.1540-4560.2011.01710.x
Curtin, N., Malley, J., & Stewart, A. J. (2016). Mentoring the next generation of faculty: Supporting academic career aspirations among doctoral students. Research in Higher Education, 57, 714-738. https://doi.org/10.1007/s11162-015-9403-x
De Clercq, M., Frenay, M., Azzi, A., Klein, O., & Galand, B. (2021). All you need is self-determination: Investigation of PhD students’ motivation profiles and their impact on the doctoral completion process. International Journal of Doctoral Studies, 16, 189. https://doi.org/10.28945/4702
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4, 19-43. https://doi.org/10.1146/annurev-orgpsych-032516-113108
Devos, C., Van der Linden, N., Boudrenghien, G., Azzi, A., Frenay, M., Galand, B., & Klein, O. (2015). Doctoral supervision in the light of the three types of support promoted in self-determination theory. International Journal of Doctoral Studies, 10, 439. http://hdl.handle.net/2078.1/171298
Doo, M. Y., & Park, S. H. (2019). Effects of work value orientation and academic major satisfaction on career decision-making self-efficacy. Higher Education, Skills and Work-Based Learning, 9(4), 550-562. https://doi.org/10.1108/HESWBL-09-2018-0088
Eby, L. T., Rhodes, J. E., & Allen, T. D. (2007). Definition and evolution of mentoring. In T. D. Allen & L. T. Eby (Eds.), The Blackwell handbook of mentoring: A multiple perspectives approach (pp. 7-20). Blackwell Publishing. https://doi.org/10.1111/b.9781405133739.2007.00002.x
Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a model of social influence that explains minority student integration into the scientific community. Journal of Educational Psychology, 103(1), 206-222. https://doi.org/10.1037/a0020743
Falaster, C., Ferreira, M. P., & Gouvea, D. M. R. D. (2017). O efeito da publicação científica do orientador na publicação dos seus orientados. Revista de Administração Contemporânea, 21, 458-480. https://doi.org/10.1590/1982-7849rac2017160118
German, K. T., Sweeny, K., & Robbins, M. L. (2019). Investigating the role of the faculty advisor in doctoral students’ career trajectories. Professional Development in Education, 45(5), 762-773. https://doi.org/10.1080/19415257.2018.1511454
Gesthuizen, M., Kovarek, D., & Rapp, C. (2019). Extrinsic and intrinsic work values: Findings on equivalence in different cultural contexts. The Annals of the American Academy of Political and Social Science, 682(1), 60-83. https://doi.org/10.1177/0002716219829016
Guay, F. (2022). Applying self-determination theory to education: regulations types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1), 75-92. https://doi.org/10.1177/08295735211055355
Hair, J. F., LDS Gabriel, M., Silva, D. D., & Braga, S. (2019). Development and validation of attitudes measurement scales: fundamental and practical aspects. RAUSP Management Journal, 54, 490-507. https://doi.org/10.1108/RAUSP-05-2019-0098
Hair, J.F., Hult, G.T.M., Ringle, C.M., Sarstedt, M., Danks, N.P., & Ray, S. (2021). An introduction to structural equation modeling. In Partial least squares structural equation modeling (PLS-SEM) using R: A workbook (pp. 1-29). Springer. https://doi.org/10.1007/978-3-030-80519-7_1
Janssen, S., van Vuuren, M., & de Jong, M. D. (2021). Sensemaking in supervisor-doctoral student relationships: Revealing schemas on the fulfillment of basic psychological needs. Studies in Higher Education, 46(12), 2738-2750. https://doi.org/10.1080/03075079.2020.1804850
Kooij, D. T., De Lange, A. H., Jansen, P. G., Kanfer, R., & Dikkers, J. S. (2011). Age and work‐related motives: Results of a meta‐analysis. Journal Of Organizational Behavior, 32(2), 197-225. https://doi.org/10.1002/job.665
Lam, A., & Campos, A. (2015). ‘Content to be sad’ or ‘runaway apprentice’? The psychological contract and career agency of young scientists in the entrepreneurial university. Human Relations, 68(5), 811-841. https://doi.org/10.1177/0018726714545483
Leite, G. A., Filho, & Martins, G. D. A. (2006). Relação orientador-orientando e suas influências na elaboração de teses e dissertações. Revista de Administração de Empresas, 46, 99-109. https://doi.org/10.1590/S0034-75902006000500008
Litalien, D., & Guay, F. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218-231. https://doi.org/10.1016/j.cedpsych.2015.03.004
Machado, D. P., Tonin, J. M. da F., & Clemente, A. (2018). Orientador e orientando ideais: similaridades e dissimilaridades na percepção de professores e alunos. Revista Contemporânea de Contabilidade, 15(35), 32-47. https://doi.org/10.5007/2175-8069.2018v15n35p32
Magalhães, M. D. O. (2013). Propriedades psicométricas da versão brasileira da Escala de Comprometimento com a Carreira. Psicologia: Ciência e Profissão, 33, 303-317. https://doi.org/10.1590/S1414-98932013000200005
Martins, V. A., da Silva, S., & da Luz, I. P. (2021). Influência da autoestima e relação orientador-orientando nos sintomas da síndrome de burnout: evidências da pós-graduação stricto sensu em contabilidade no contexto brasileiro. Revista de Educação e Pesquisa em Contabilidade (REPeC), 15(1). https://doi.org/10.17524/repec.v15i1.2779
Meurer, A. M., Sousa, R. C. D. S., Costa, F., & Colauto, R. D. (2021). Sentimentos percebidos pelos orientandos nas fases de orientação das dissertações em contabilidade. Revista Contabilidade & Finanças, 32(85), 158-173. https://doi.org/10.1590/1808-057x202010550
Nóbrega, M. H. D. (2018). Orientandos e orientadores no século XXI: Desafios da pós-graduação. Educação & Realidade, 43, 1055-1076. https://doi.org/10.1590/2175-623674407
Overall, N. C., Deane, K. L., & Peterson, E. R. (2011). Promoting doctoral students’ research self-efficacy: Combining academic guidance with autonomy support. Higher Education Research & Development, 30(6), 791-805. https://doi.org/10.1080/07294360.2010.535508
Porto, J. B., & Pilati, R. (2010). Escala Revisada de Valores Relativos ao Trabalho – EVT-R. Psicologia: Reflexão e Critica, 23(1), 73-82. https://doi.org/10.1590/S0102-79722010000100010
Sinclair, J., Barnacle, R., & Cuthbert, D. (2014). How the doctorate contributes to the formation of active researchers: What the research tells us. Studies in Higher Education, 39(10), 1972-1986. https://doi.org/10.1080/03075079.2013.806460
Sortheix, F. M., Dietrich, J., Chow, A., & Salmela-Aro, K. (2013). The role of career values for work engagement during the transition to working life. Journal of Vocational Behavior, 83(3), 466-475. https://doi.org/10.1016/j.jvb.2013.07.003
Sousa, R. C. D. S., & Colauto, R. D. (2021). Work values for generations Y and Z stricto sensu accounting students. Contextus – Revista Contemporânea de Economia e Gestão, 19, 290-303. https://doi.org/10.19094/contextus.2021.71201
Su, Y. (2019). Mainland Chinese doctoral students’ experiences of supervision in Hong Kong: a self-determination theory perspective [Master’s thesis]. The University of Hong Kong. https://hub.hku.hk/handle/10722/273786.
Sulistiobudi, R. A., & Hutabarat, H. N. (2022). Adaptation of work values instrument in Indonesian final year university students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.858688
Teichler, U., Arimoto, A., & Cummings, W. K. (2013). The academic career. In The changing academic profession: Major findings of a comparative survey (pp. 75-116). Springer. https://doi.org/10.1007/978-94-007-6155-1_4
Van der Linden, N., Devos, C., Boudrenghien, G., Frenay, M., Azzi, A., Klein, O., & Galand, B. (2018). Gaining insight into doctoral persistence: Development and validation of Doctorate-related Need Support and Need Satisfaction short scales. Learning and Individual Differences, 65, 100-111. https://doi.org/10.1016/j.lindif.2018.03.008
Van Rooij, E., Fokkens-Bruinsma, M., & Jansen, E. (2021). Factors that influence PhD candidates’ success: the importance of PhD project characteristics. Studies in Continuing Education, 43(1), 48-67. https://doi.org/10.1080/0158037X.2019.1652158
Zanelli, J. C., Borges-Andrade, J. E., & Bastos, A. V. B. (2014). Psicologia, organizações e trabalho no Brasil-2. AMGH Editora.
Zeinstra, L., Kupers, E., Loopers, J., & de Boer, A. (2023). Real-time teacher-student interactions: The dynamic interplay between need supportive teaching and student engagement over the course of one school year. Teaching and Teacher Education, 121, 103906. https://doi.org/10.1016/j.tate.2022.103906
Descargas
Archivos adicionales
Publicado
Número
Sección
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
O conteúdo do(s) artigo(s) publicados na RC&F são de inteira responsabilidade do(s) autores, inclusive quanto a veracidade, atualização e precisão dos dados e informações. Os autores cedem, antecipadamente, os direitos autorais à Revista, que adota o sistema CC-BY de licença Creative Commons. Leia mais em: https://creativecommons.org/licenses/.
A RC&F não cobra taxa para a submissão de artigos. A submissão de artigo(s) à RC&F implica na autorização do(s) autor(es) para sua publicação, sem pagamento de direitos autorais.
A submissão de artigos autoriza a RC&F a adequar o texto do(s) artigo(s) a seus formatos de publicação e, se necessário, efetuar alterações ortográficas, gramaticais e normativas.
