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Predictors of emotional engagement in doctoral education.

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Title: Predictors of emotional engagement in doctoral education.
Authors: Alves, Patrícia (AUTHOR), Lopes, A. (AUTHOR), Cruz-Correia, R. (AUTHOR), Menezes, I. (AUTHOR)
Source: Studies in Higher Education. Jun2025, Vol. 50 Issue 6, p1289-1305. 17p.
Subjects: Academic motivation, Affective education, School integration, Work environment, Universities & colleges
Abstract: The study of learning/research engagement in doctoral education has aroused increasing interest among education researchers, given its influence on PhD candidates' experiences and outcomes. However, even if doctoral education has been recognised as emotionally intense, there is still a gap in the literature regarding the emotional dimension of engagement. This study aims to analyse the predictors of emotional engagement of PhD candidates enrolled in Portuguese higher education institutions. Data was collected through a survey and analysed using multiple linear regression and mediation analysis. Results showed that emotional engagement was fostered by autonomy-focused supervision, perceived relevance of the research project, personal development motivation, and inclusive academic context; and was hindered by professional motivation. Furthermore, our results showed that autonomy-focused supervision mediated the relationship between inclusive or competitive context and emotional engagement. This study reinforces that doctoral education has a strong emotional component and that promoting positive experiences should be an ethical imperative. As such, developing supervisors' competencies and practices that nurture the autonomy of PhD candidates requires inclusive research contexts and working conditions that allow supervisors to dedicate the necessary time and effort to support their supervisees. It also draws attention to the need to choose research topics perceived as relevant by PhD candidates and manage motivations and expectancies. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Predictors of emotional engagement in doctoral education.
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  Data: <searchLink fieldCode="AR" term="%22Alves%2C+Patrícia%22">Alves, Patrícia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lopes%2C+A%2E%22">Lopes, A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cruz-Correia%2C+R%2E%22">Cruz-Correia, R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Menezes%2C+I%2E%22">Menezes, I.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Jun2025, Vol. 50 Issue 6, p1289-1305. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+education%22">Affective education</searchLink><br /><searchLink fieldCode="DE" term="%22School+integration%22">School integration</searchLink><br /><searchLink fieldCode="DE" term="%22Work+environment%22">Work environment</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink>
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  Label: Abstract
  Group: Ab
  Data: The study of learning/research engagement in doctoral education has aroused increasing interest among education researchers, given its influence on PhD candidates' experiences and outcomes. However, even if doctoral education has been recognised as emotionally intense, there is still a gap in the literature regarding the emotional dimension of engagement. This study aims to analyse the predictors of emotional engagement of PhD candidates enrolled in Portuguese higher education institutions. Data was collected through a survey and analysed using multiple linear regression and mediation analysis. Results showed that emotional engagement was fostered by autonomy-focused supervision, perceived relevance of the research project, personal development motivation, and inclusive academic context; and was hindered by professional motivation. Furthermore, our results showed that autonomy-focused supervision mediated the relationship between inclusive or competitive context and emotional engagement. This study reinforces that doctoral education has a strong emotional component and that promoting positive experiences should be an ethical imperative. As such, developing supervisors' competencies and practices that nurture the autonomy of PhD candidates requires inclusive research contexts and working conditions that allow supervisors to dedicate the necessary time and effort to support their supervisees. It also draws attention to the need to choose research topics perceived as relevant by PhD candidates and manage motivations and expectancies. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2024.2369704
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      – Code: eng
        Text: English
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        PageCount: 17
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      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Affective education
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      – SubjectFull: School integration
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      – SubjectFull: Work environment
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            – D: 01
              M: 06
              Text: Jun2025
              Type: published
              Y: 2025
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