Doctoral Students’ Experiences, Self-Efficacy, and Sense of Belonging Related to Academic Writing in an Online Program
Bibliographic Data
| ID | 22047992 |
|---|---|
| Authors | Keshrie Naidoo (0000-0002-2584-0183, MGH Institute of Health Professions, corresponding author), Laura Quaynor (0000-0002-3598-6733, Johns Hopkins University), Yuyang Shen (0000-0002-3343-9103, University of North Texas) |
| Year | 2023 |
| Volume | 13 |
| Issue | 11 |
| Pages | 1097 |
| Publication date | 2023-10-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13111097 |
| OpenAlex | W4388100805 |
| Language | EN |
| Citations received | 5 |
| References cited | 35 |
Considering the expansion of online graduate education, higher education practitioners must support student belonging and academic writing in this growing context. The purpose of this mixed-methods study was to use social cognitive theory to explore how students in an online Doctor of Education program experience becoming academic writers and to examine trends in students’ belonging and writing self-efficacy. This explanatory sequential design study included quantitative data collection via an electronic survey followed by individual and focus group interviews with participants. Seventy-four students completed the survey (29% response rate) and eleven students participated in interviews. Survey results revealed that students had a moderate to high sense of belonging related to the writing process and a significant negative correlation between writing self-efficacy and belonging uncertainty. Qualitative analysis of the interviews resulted in five themes: (1) writing is experienced as a journey, (2) unclear expectations are painful, (3) English is viewed as a privilege, (4) peer support is needed, and cannot be forced, and (5) developing writers view writing as a craft and identified writing tools. This study provides supporting evidence that belonging is possible in online doctoral education. Recommendations for practice include the strategic engagement of peers and clear, timely notes from instructors
Craft · Focus group · Higher education · Mathematics education · Medical education · Pedagogy · Qualitative property · Qualitative research · Self-efficacy · Social cognitive theory · Sociology · Writing process · Computer Science · Discourse Analysis in Language Studies · Doctoral Education Challenges and Solutions · Higher Education Practises and Engagement · Psychology · Social Psychology
Academic Self‐Efficacy and Academic Identity Construction
Understanding Pride and Anxiety in Writing
Four supervisory mentoring practices that support online doctoral students’ academic writing
Student Perspectives on Enhancing Hybrid Doctoral Education (On Site and Online)
Programas De Pós-Graduação a Distância Em Educação
College Students’ Sense of Belonging
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Self-Efficacy Beliefs, Motivation, and Achievement in Writing
Practical considerations for establishing writing groups in interdisciplinary programs
How writing retreats represent an ideal opportunity to enhance PhD candidates’ writing self-efficacy and self-regulation
Constructing radical community
Psychosociocultural structural model of college success among Latina/o students in Hispanic-serving institutions
Threats to Belonging and Health
The Role of Mentoring on Hispanic Graduate Students’ Sense of Belonging and Academic Self-Efficacy
Navigating marginality en route to the professoriate
Effects of social exclusion on cognitive processes
A question of belonging
Undoing Appropriateness
A Qualitative Framework for Collecting and Analyzing Data in Focus Group Research
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |